Effect of Prediction Activities, Prior Knowledge, and Text Type upon Amount Comprehended: Using Rauding Theory to Critique Schema Theory Research (Commentary).

Carver, Ronald P.

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Peer reviewed

ERIC Number: EJ444276

Record Type: Journal

Publication Date: 1992

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ISSN: ISSN-0034-0553

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Effect of Prediction Activities, Prior Knowledge, and Text Type upon Amount Comprehended: Using Rauding Theory to Critique Schema Theory Research (Commentary).

Carver, Ronald P.

Reading Research Quarterly, v27 n2 p165-74 1992

Examines previous studies of the effects of prediction activities, prior knowledge, and text type upon reading comprehension. Finds the three elements unimportant to ordinary reading. Observes that many schema theory concepts arose from analysis of difficult reading. Suggests that the schema theory variables may arise only in atypical reading situations. (SG)

Descriptors: Elementary Secondary Education, Memorization, Prediction, Prior Learning, Reading Comprehension, Reading Materials, Reading Research, Reading Strategies, Schemata (Cognition)

Publication Type: Journal Articles; Information Analyses; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

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