ERIC Number: ED284193
Record Type: RIE
Publication Date: 1987
Reference Count: 0
The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Processes. Outstanding Dissertation Monograph, 1986.
A series of three studies examined the influence of prior knowledge on expert readers' main idea construction processes. Eight expert readers read texts from familiar and unfamiliar content domains, and gave verbal reports of the processes they used for constructing main ideas. Five distinct main idea construction processes were reported: (1) initial hypothesis, (2) topic/comment, (3) draft and revise, (4) listing, and (5) automatic main idea construction. A significant interaction was found between main idea construction process type and text familiarity. Results indicated that the relative familiarity of the text topic influences the type of main idea construction process used. The think aloud protocols also allowed examination of the processes used in concert with main idea construction, including importance assignment, hypothesis testing, and comprehension monitoring. The findings imply that teachers should acknowledge the difficulty of the main idea extraction process and model the process for their students. (Three appendixes contain descriptions of texts used in the experiments, instructions given to subjects, and a description of the verbal transcription method. Two pages of references are included.) (SKC)
Descriptors: Higher Education, Prior Learning, Protocol Analysis, Psycholinguistics, Reader Text Relationship, Reading Comprehension, Reading Processes, Reading Research, Reading Skills, Reading Strategies, Schemata (Cognition), Theory Practice Relationship
International Reading Association, 800 Barksdale Rd., Newark, DE 19714-8139 (Book No. 494, $5.00 member, $7.00 nonmember).
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.
Identifiers: Main Idea
Note: Ph.D. Dissertation, State University of New York at Albany, August 1985.