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Direct linkLemov, Doug – Educational Leadership, 2017
Recent research shows that reading comprehension relies heavily on prior knowledge. Far more than generic "reading skills" like drawing inferences, making predictions, and knowing the function of subheads, how well students learn from a nonfiction text depends on their background knowledge of the text's subject matter. And in a cyclical…
Descriptors: Reading Comprehension, Nonfiction, Fiction, Prior Learning
Fox, Emily – Review of Educational Research, 2009
This article considers the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. These relevant aspects included three attentional foci for processing (comprehension, monitoring, and…
Descriptors: Reading Comprehension, Protocol Analysis, Prior Learning, Goal Orientation
Celani, Kristen; McIntyre, Ellen; Rightmyer, Elizabeth C. – Reading Horizons, 2006
The purpose of this article is to describe an action research study on the discourse patterns that seemed to best promote "developed" discussions of literature with fifth-grade struggling readers in an urban school. Developed discussions are those in which a substantial topic is maintained and the teacher-student talk included interpretations of…
Descriptors: Grade 5, Prior Learning, Urban Schools, Action Research
Watson, Jerry J. – 1985
Literary gaps were identified by Wolfgang Iser in 1974 as "vacant pages" that invite the reader to reflect and enter into the text thereby motivating students to experience the text as reality. Arthur Applebee, in 1979, identified three categories to distinguish children's types of interaction with stories: (1) the complexity of literary…
Descriptors: Childrens Literature, Creative Development, Creative Expression, Elementary Education
Peer reviewedBeach, Richard – Theory into Practice, 1998
By having students use their knowledge of real-world cultural contexts to construct text-world contexts, teachers help them understand how cultural forces within those contexts shape characters' actions. This paper describes the process of linking real- and text-world contexts, offering examples from one college class. Implications for helping…
Descriptors: Characterization, College Students, Context Effect, Cultural Context
Chase, Nancy D. – 1985
This paper describes a five-step technique for secondary and postsecondary reading instruction, compatible with reader response theory, and addressing the need for academically underprepared students to experience the validation of their personal responses to texts. The first step involves identifying prior knowledge and opinions before reading…
Descriptors: Adults, Comparative Analysis, Critical Reading, Critical Thinking
