Content, Domain, and Word Knowledge: Relationship to Comprehension of Narrative and Expository Text

Examines background knowledge and strategy knowledge from a broad view to better understand how they contribute to elementary-age students' reading comprehension of both narrative and expository texts. Indicates that background knowledge specific to the content of the text being read begins to...

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Bibliographic Details
Published inReading & writing Vol. 8; no. 5; p. 419
Main Authors Rupley, William H, Willson, Victor L
Format Journal Article
LanguageEnglish
Published 01.10.1996
Subjects
Elementary Education
Expository Text
Factor Analysis
Grade 4
Narrative Text
Prior Learning
Reading Comprehension
Reading Research
Reading Strategies
Text Processing (Reading)
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Summary:Examines background knowledge and strategy knowledge from a broad view to better understand how they contribute to elementary-age students' reading comprehension of both narrative and expository texts. Indicates that background knowledge specific to the content of the text being read begins to diminish in importance at about grade 4, when strategy knowledge becomes more important. (PA)
ISSN:0922-4777
DOI:10.1007/bf00404003