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Peer reviewed Peer reviewed
ERIC Number: EJ511095
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Comprehension of Expository Text from an Unfamiliar Domain: Effects of Instruction that Provides Either Domain-Specific or Strategy Knowledge.
Greene, Barbara A.
Contemporary Educational Psychology, v20 n3 p313-19 Jul 1995
Two studies involving 135 college students examined the effects of instructional activities that provided either relevant domain knowledge or knowledge about comprehension strategies. The two studies did not provide unequivocal information regarding the efficacy of these activities, although results suggest that strategy instruction may compensate for insufficient domain knowledge. (SLD)
Descriptors: College Students, Higher Education, Instructional Effectiveness, Knowledge Level, Reading Comprehension, Teaching Methods
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Domain Knowledge; Strategy Training
Note: Portions of this paper were presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 1991 and New Orleans, LA, April 4-8, 1994).