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Direct linkHyeJin Hwang; Kristen L. McMaster; Panayiota Kendeou – Reading Research Quarterly, 2023
The present study tested the postulation that "knowledge begets reading, which begets knowledge." Using Random Intercepts Cross-Lagged Panel Models (RI-CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science…
Descriptors: Elementary School Students, Learning Processes, Reading, Short Term Memory
Peer reviewedMarr, Mary Beth; Gormley, Kathleen – Reading Research Quarterly, 1982
Discusses the results of a study that examined the relationship between comprehension ability and prior knowledge in children's recall of structurally equivalent text. (AEA)
Descriptors: Cognitive Processes, Elementary Education, Prior Learning, Reading Comprehension
Peer reviewedHayes, David A.; Tierney, Robert J. – Reading Research Quarterly, 1982
Supports the function of analogy in activating specific background knowledge and generally related knowledge in reading unfamiliar text, a view consistent with emerging schema theoretic notions. (AEA)
Descriptors: Cognitive Processes, Discourse Analysis, High School Students, Learning Theories
Peer reviewedRoller, Cathy M. – Reading Research Quarterly, 1985
Describes four experiments that examined the influence of an information units' category membership, normative importance, and goal-relatedness on its perceived importance. Results suggest that category membership and goal-relatedness did affect perceptions of importance.(HOD)
Descriptors: Cognitive Processes, Influences, Information Processing, Knowledge Level
