ERIC Number: EJ397231
Record Type: CIJE
Publication Date: 1989
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A