The Effects of Prior Knowledge and Schema Activation Strategies on the Inferential Reading Comprehension of Children with and without Learning Disabilities.

Carr, Sonya C.; Thompson, Bruce

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Peer reviewed

ERIC Number: EJ519854

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0731-9487

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The Effects of Prior Knowledge and Schema Activation Strategies on the Inferential Reading Comprehension of Children with and without Learning Disabilities.

Carr, Sonya C.; Thompson, Bruce

Learning Disability Quarterly, v19 n1 p48-61 Win 1996

This study, with 48 students (including 16 eighth graders with learning disabilities (LD), 16 age level peers, and 16 reading level peers), found that all groups, but especially LD students, benefited from experimenter activation of prior knowledge on reading comprehension tasks testing inferential reading ability. Experimenter activation of prior knowledge was also beneficial when reading passage topics that were unfamiliar. (DB)

Descriptors: Inferences, Intermediate Grades, Junior High Schools, Knowledge Level, Learning Disabilities, Learning Strategies, Prior Learning, Reading Comprehension, Schemata (Cognition)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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