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ERIC Number: ED596232
Record Type: Non-Journal
Publication Date: 2018-Mar-29
Pages: 30
Abstractor: As Provided
Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge
McCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John
Grantee Submission
Background knowledge is a strong predictor of reading comprehension; yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in the context of the Global, Integrated, Scenario-based Assessment (GISA) on Ecosystems. Linear mixed effects models revealed positive effects of background knowledge on comprehension and learning as well as an interactive effect of domain and topic-specific knowledge, such that readers with high domain knowledge, but low topic-specific knowledge improved most from pretest to posttest. We discuss the potential implications of these findings for educational assessments and interventions. [This paper was published in "Discourse Processes" v55 n5-6 p510-524 2018 (EJ1184439).]
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Naval Research (ONR)
Authoring Institution: N/A
Identifiers - Location: California; Pennsylvania
IES Funded: Yes
Grant or Contract Numbers: R305F100005; R305A150176; N000141410343