NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ390416
Record Type: Journal
Publication Date: 1988
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Development of Pre-Instruction versus Previous Experience: Effects on Factual and Inferential Comprehension.
Roberts, Theresa A.
Reading Psychology, v9 n2 p141-57 1988
Examines the influence of pre-reading instruction versus prior experience on factual and inferential comprehension. Concludes that prior experience affects factual and inferential comprehension more than does pre-reading instruction, and that younger students need to have relevant knowledge externally activated, while older students can activate it on their own. (RS)
Descriptors: Grade 5, Grade 9, Inferences, Intermediate Grades, Junior High Schools, Prior Learning, Reading Comprehension, Reading Research
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A