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ERIC Number: EJ897027
Record Type: Journal
Publication Date: 2010-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Reading Comprehension of Informative Texts in Secondary School: A Focus on Direct and Indirect Effects of Reader's Prior Knowledge
Tarchi, Christian
Learning and Individual Differences, v20 n5 p415-420 Oct 2010
Text comprehension plays a fundamental role in the processes of acquisition, sharing, and construction of knowledge. Most definitions share the focus on the interaction between text and reader's prior knowledge. In this paper both direct and indirect effects of prior knowledge on reading comprehension have been analyzed, along with other components. Participants were 149 7-graders. Data showed that comprehension of different texts is predicted by different sets of components. Prior knowledge plays a central role, influencing comprehension both, directly and indirectly through the mediation of inferences. (Contains 6 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A