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ERIC Number: ED188171
Record Type: Non-Journal
Publication Date: 1979
Pages: 22
Abstractor: N/A
Reference Count: N/A
Facilitating Text Processing: The Elaboration of Prior Knowledge.
Langer, Judith A.
This paper draws on recent research findings in contending that starting with a student's "known" is a particularly sophisticated concept that, when understood both theoretically and practically, will permit teachers to help students read their texts with greater ease. It argues that students may have more prior knowledge about a topic than is readily apparent and that if their prior knowledge can effectively be tapped, a bridge between reader and text may be created that will result in more successful comprehension of text and, in addition, will aid in the gaining of new information from textbook reading. The paper then presents a prereading plan designed to access prior information and facilitate text processing through a three-step procedure that focuses on the development and assessment of conceptual language and organization related to major ideas expressed in a text. Examples are presented to show how the procedure may be used in the classroom. (FL)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A