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ERIC Number: EJ1064511
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1088-8438
The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students
Barnes, Marcia A.; Ahmed, Yusra; Barth, Amy; Francis, David J.
Scientific Studies of Reading, v19 n4 p253-272 2015
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8; Grade 9; High Schools; Grade 10; Grade 11; Grade 12; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305F100013