Examines the effects of prior knowledge and oral reading accuracy on miscues and comprehension of third-grade average readers who read expository passages orally. Finds that children with high prior knowledge made fewer miscues which resulted in meaning loss, and that their miscues were graphically less similar to the text word. (MM)

A study examined the predictive validity of two methods of prior knowledge assessment: free association and prediction. Subjects, 72 sixth graders from suburban public and private schools, were divided into four groups: standard free association; standard free association plus prediction; definitional free association; and definitional free…

Based on current research in reading, this book presents an informal reading inventory designed to assess reading ability at emergent through junior high levels. It includes narrative and expository passages at each level, questions to assess prior knowledge, and word lists. It focuses assessment on specific questions regarding word…

How prior knowledge influences short-term non-verbal and verbal memory and long-term retention was studied in 32 seventh and 32 eighth graders of high and low reading ability. Greater knowledge of the text's subject resulted in improved recall and retention. No interactions were found between prior knowledge and reading ability. (SLD)