Effects of Prior Knowledge, Explicitness, and Clause Order on Children's Comprehension of Causal Relationships.

Reutzel, D. Ray; Morgan, Bonnie C.

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Peer reviewed

ERIC Number: EJ408397

Record Type: Journal

Publication Date: 1990

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Effects of Prior Knowledge, Explicitness, and Clause Order on Children's Comprehension of Causal Relationships.

Reutzel, D. Ray; Morgan, Bonnie C.

Reading Psychology, v11 n2 p93-114 Apr-Jun 1990

Investigates effects of prior knowledge, explicitness, and clause order on fifth and sixth grade readers' ability to infer causal cohesive ties in expository text. Finds significant effects for prior knowledge for fifth and sixth grade students on all variables except the cohesion cloze task. (SG)

Descriptors: Cloze Procedure, Cohesion (Written Composition), Content Area Reading, Elementary Education, Grade 5, Grade 6, Prior Learning, Reading Comprehension, Reading Research, Research Methodology, Schemata (Cognition), Text Structure

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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