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ERIC Number: EJ833896
Record Type: Journal
Publication Date: 2008
Pages: 30
Abstractor: As Provided
Reference Count: 93
ISSN: ISSN-0034-0502
Untapped Cultural Support: The Influence of Culturally Bound Prior Knowledge on Comprehension Performance
Garth-McCullough, Ruanda
Reading Horizons, v49 n1 p1-30 2008
By analyzing the prior knowledge of African American students, this study explored the relationship between cultural orientation of literature and reading comprehension to determine its effect on low, mid, and high level readers. Over one hundred 8th grade students from four different public schools read short stories from three different cultural orientations. Their reading comprehension performance was analyzed to determine the role that culturally-bound prior knowledge plays in the comprehension process for low, medium, and high performing students. To measure the effects of cultural orientation of texts, prior achievement, and prior knowledge on the students' reading comprehension performance, the study utilized the Rasch model and ANOVA. The data revealed a high level of culturally-bound prior knowledge supports students' reading comprehension. Cultural support was especially important to readers at the mid range achievement level. (Contains 7 tables and 2 figures.)
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A