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Download full textPerfetti, Charles A. – 1991
This paper analyzes the relative contributions of general reading comprehension and domain knowledge to subject matter text learning. The paper points out the limits of each factor in explaining text learning and summarizes some recent studies that support the complementary role played by each factor. A two-factor account of text learning (general…
Descriptors: Content Area Reading, Higher Education, Intermediate Grades, Reading Comprehension
Balajthy, Ernest; Weisberg, Renee – 1988
To determine whether less able readers could use the strategies they had been taught, a study investigated the transfer effects of training in the use of graphic organizers and summary writing on readers' recognition of the compare/contrast text structure. Subjects, 70 freshmen at a western New York state college of liberal arts and sciences in a…
Descriptors: Content Area Reading, Graphic Organizers, Higher Education, Learning Strategies
Peer reviewedSwafford, Jeanne; Alvermann, Donna E. – Journal of Reading, 1989
Examines the postsecondary research base for content area reading strategies. Compares findings to earlier studies of secondary schools. Finds semantic mapping and graphic organizers were more effective for secondary than postsecondary students, although most secondary students were not given instructions for the strategies used. Calls for further…
Descriptors: Advance Organizers, Content Area Reading, Graphic Organizers, Higher Education
Peer reviewedSpyridakis, Jan H. – Journal of Technical Writing and Communication, 1989
Investigates the role of signaling (structural cues that announce or emphasize content or reveal content relationships) in helping good readers comprehend expository text. Finds that signals do improve a reader's comprehension, particularly comprehension two weeks after the reading of a passage and comprehension of superordinate and superordinate…
Descriptors: Content Area Reading, Context Clues, Expository Writing, Higher Education
Armstrong, James O. – 1993
One way that teachers can assist students to learn from their textbooks is through the use of verbal-spatial representations of text structure. This report offers teachers and teacher educators information about learning to make idea maps for instructional use with elementary science texts. Idea maps, which are verbal-spatial representations of…
Descriptors: Content Area Reading, Elementary Education, Elementary School Science, Graphic Organizers
Kintsch, Eileen – 1989
A study investigated how students' mental representation of an expository text and the inferences they used in summarizing varied as a function of text difficulty and of differences in the task. Subjects, 96 college students and students from grades 6 and 10, wrote summaries of expository texts and answered orally several probe questions about the…
Descriptors: Cognitive Processes, Content Area Reading, Content Area Writing, Difficulty Level
