Content, Domain, and Word Knowledge: Relationship to Comprehension of Narrative and Expository Text.

Rupley, William H.; Willson, Victor L.

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Peer reviewed

ERIC Number: EJ537439

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0922-4777

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Content, Domain, and Word Knowledge: Relationship to Comprehension of Narrative and Expository Text.

Rupley, William H.; Willson, Victor L.

Reading and Writing: An Interdisciplinary Journal, v8 n5 p419-32 Oct 1996

Examines background knowledge and strategy knowledge from a broad view to better understand how they contribute to elementary-age students' reading comprehension of both narrative and expository texts. Indicates that background knowledge specific to the content of the text being read begins to diminish in importance at about grade 4, when strategy knowledge becomes more important. (PA)

Descriptors: Elementary Education, Factor Analysis, Grade 4, Prior Learning, Reading Comprehension, Reading Research, Reading Strategies

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A