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Direct linkLau, Kit-ling – Reading and Writing: An Interdisciplinary Journal, 2020
In this study, an intervention program was designed based on the instructional principles of self-regulated learning (SRL), and its effectiveness in enhancing Hong Kong secondary three students' classical Chinese (CC) reading comprehension and motivation was evaluated. A pretest-posttest treatment-control group quasi-experimental design was used.…
Descriptors: Intervention, Comparative Analysis, Metacognition, Secondary School Students
Content, Domain, and Word Knowledge: Relationship to Comprehension of Narrative and Expository Text.
Peer reviewedRupley, William H.; Willson, Victor L. – Reading and Writing: An Interdisciplinary Journal, 1996
Examines background knowledge and strategy knowledge from a broad view to better understand how they contribute to elementary-age students' reading comprehension of both narrative and expository texts. Indicates that background knowledge specific to the content of the text being read begins to diminish in importance at about grade 4, when strategy…
Descriptors: Elementary Education, Factor Analysis, Grade 4, Prior Learning
