Reports on a study that was designed to determine the differential holes that three variables--accessing word meaning, integrating prior knowledge, and using text structure to organize ideas--play, not only in comprehension, but also in metacomprehension. (HOD)

Accrediting agencies can assume a leadership role in the recognition of prior learning experiences by endorsing the concept, assuring that good practices are followed, providing for the orientation and training of accrediting teams, and encouraging institutional review of policies and procedures. A statement endorsed by three national associations…

The composite-portfolio approach, combining all major systems of assessing prior learning of adults for degree credits, is described as exemplified by methods of Empire State College of the State University of New York. Illustrations include evaluation statements, outline of an actual degree program, and an evaluation policy statement. (MSC)

A prereading strategy designed to predict events and provide practice in answering questions requiring inferences between text and prior knowledge were used with elementary school students. The performance of experimental groups surpassed that of the control groups on some measures while results were mixed on other measures. (MKM)

Presents findings on student myth belief and stereotyped opinion levels in the area of alcohol use from a study in two Massachusetts communities. Implications for awareness education are drawn from analysis of data on the effect of prior knowledge on students' opinions, which did not show stereotyped beliefs. (MF)

Examined the factual accuracy of youngsters' knowledge about older people and the moderating effect on knowledge level resulting from differences in age/education, sex, racial origin, and experience living in a household with an older person. Findings revealed a negative bias toward older people by all three age/educational level groups. (Author)

The change in literature students from those with a strong literature background to those of the "Me" generation who have little exposure to critical reading is explored. Their subjective experiences applied to literature study can be more beneficial than traditional critical theories. (HTH)

Suggests developmental reading courses that permit the student to explore the text's meaning through his or her own experiences, rather than impressing on them one "correct" meaning. (HTH)

Students enrolled in an introductory biology course were tested to measure prior knowledge and locus of control; data were used to examine trends in achievement. Findings suggest relative importance of prior knowledge and relative insignificance of locus of control in learning biology concepts at the college level. (DS)

Subjects named or categorized a picture preceded sometime earlier by itself or by its verbal label, as well as a word preceded by itself or a pictorial counterpart. Pictures clearly profited more when the task was naming, whereas words profited more when subjects performed a categorization task. (Author/GDC)

The effects of prior knowledge and progress assessment on learning behaviors and motivation were studied in the context of self-study by students at the Open University of the Netherlands. Results with 1,482 adult students show their positive appreciation of assessments for student support but less appreciation of feedback received by mail. (SLD)

Presents strategies for encouraging dialog with students from eliciting preconceptions to bringing closure to a unit. Includes the general structure of an instructional unit that employs dialog, strategies for teachers to use, and strategies for students which include active listening. (DDR)

Many older, working students at metropolitan universities have developed skills to function effectively within international work groups. Teaming these students with faculty members as "learner experts" to aid in developing course content or to deliver innovative curricultural experiences may help keep courses up-to-date, relevant, and exciting.…

Tested the effects of prior knowledge and two instructional models--structured problem solving and guided generation (GG)--on mathematical problem solving and transfer to an analogous task. Data on students with high and low prior knowledge highlighted significant main effects for prior knowledge, significant differences on transfer to analogous…

Focuses on the importance of background or schemata in learning to read and discusses how to help students use their background knowledge for reading. Suggests teachers need to activate students' prior knowledge of a topic before they begin to read. (VWL)