Comprehension of Counterintuitive Science Text: Effects of Prior Knowledge and Text Structure.

Alvermann, Donna E.; Hague, Sally A.

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Peer reviewed

ERIC Number: EJ397231

Record Type: CIJE

Publication Date: 1989

Pages: N/A

Abstractor: N/A

ISBN: N/A

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Comprehension of Counterintuitive Science Text: Effects of Prior Knowledge and Text Structure.

Alvermann, Donna E.; Hague, Sally A.

Journal of Educational Research, v82 n4 p197-202 Mar-Apr 1989

Results of a study involving 55 developmental studies college students indicate that regardless of reading competency levels, prior knowledge activation plus advance warning of possible inconsistencies in the text apparently facilitate students' comprehension of counterintuitive science text better than activation alone. (IAH)

Descriptors: College Students, Developmental Studies Programs, Higher Education, Learning Strategies, Prior Learning, Reading Comprehension, Recall (Psychology), Science Instruction, Text Structure

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Grant or Contract Numbers: N/A

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