NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ520492
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0737-0008
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.
McNamara, Danielle S.; And Others
Cognition and Instruction, v14 n1 p1-43 1996
Two experiments investigated the role of text coherence in junior high school students' comprehension of science texts. Found that text coherence improved readers' comprehension, but also that giving readers with sufficient background knowledge an incoherent text that forced them to infer unstated relations engaged them in compensatory processing, allowing deeper text understanding than might occur with a coherent text. (HTH)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A