Examines the effects of 2 levels of prior knowledge and 2 types of text structure on the recall and question performance of 90 fifth graders who were average readers. Finds that prior knowledge has a greater effect on question performance than on recall performance and that it only enhances the recall of one section of the text information. (MG)

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…

Examines the effects of reading comprehension ability and the presence of explicit or implicit causal relationships upon recall of propositional content and comprehension of interpropositional relationships. Finds that, in the late elementary grades, better readers begin to develop a strategy for the processing of written text which involves…

Finds that children who are deaf use textual schemata (rather than content schema activated through thematic organizers) for comprehension processing while reading narrative text. (SR)

Investigates the influence of four types of predictions on the story understanding of sixth graders. Asks prediction questions, prediction plus justification questions, prediction plus review questions, or no questions. Analyzes retellings to determine information percentage included from original story. Indicates that differences in what students…

Uses inconsistent expository and narrative passages presented one at a time. Finds that good readers were better able to verbally report on passage consistency following reading; students were more likely to look back at inconsistencies in narratives but not expository passages; and students were less able to recall expository passage information.…

A study investigated the relation of text structure to information retained by readers. The premise investigated was that memory for the central facts of a passage will be enhanced by the presence of related information as theorized in the encoding elaboration model (developed by Anderson and Reder in 1979). This model states that comprehension…

Examines effects on recall and comprehension of a passage from a fourth-grade textbook and versions revised for greater coherence or to exhibit voice. Finds that, immediately after reading, the voiced coherent passage held significant advantage over all other passages in both recall and comprehension. Finds similar, though statistically…

Notes that three groups of fifth graders either read an original social studies text, read a revised version, or were asked questions while reading the original text. Finds no differences among the three groups in amount of information recalled and the number of questions answered correctly, but students who were asked questions tended to recall…

A study measured the effects that direct instruction in narrative text structure using a story map (called "macrostruction") had on the comprehension of average and above average sixth-grade readers. A 2 x 2 x 2 repeated measures design was used with time, text, and treatment as the independent variables. The number of story grammar idea…

To determine whether mastery of one reading comprehension task is a prerequisite to mastery of two or more reading comprehension tasks, a study examined the prerequisite relations existing in the item responses elicited from a sample of sixth grade students who took the Iowa Tests of Basic Skills, Form G, Level 12 reading comprehension test. Test…

A study determined the effect of three types of text structures (attribution, comparison, and collection) on fifth graders' reading comprehension. Subjects, 71 students from 3 classrooms in 1 public elementary school in southern California, were randomly assigned to 1 of those 3 conditions. There was no instruction given. Students read…

A study tested the effectiveness of three instructional strategies in three expository text structures on students' reading comprehension and writing performance. Subjects, 173 fourth, fifth, and sixth graders, were randomly assigned to one of three conditions: mental modeling, graphic organizer, or a control read/answer group. They received…

Investigates effects of text coherence and active engagement on students' comprehension of textbook information. Finds a continuum of increased performance from original silent text, to original text with thinking aloud, to revised text read silently, and finally revised text with thinking aloud. (SR)

Researchers have found that readers they described as "strategic" had a purpose for reading, that they monitored their comprehension as they read, and they reflected on their reading. Although most readers have grasped fundamental reading processes by age 12, they still do not have well-articulated concepts about effective strategies to…