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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| Published in | Reading & writing Vol. 8; no. 5; p. 419 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
01.10.1996
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| Subjects | |
| Online Access | Get more information |
| ISSN | 0922-4777 |
| DOI | 10.1007/bf00404003 |
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| Abstract | 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) |
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| AbstractList | 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) |
| Author | Willson, Victor L Rupley, William H |
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| SubjectTerms | Elementary Education Expository Text Factor Analysis Grade 4 Narrative Text Prior Learning Reading Comprehension Reading Research Reading Strategies Text Processing (Reading) |
| Title | Content, Domain, and Word Knowledge: Relationship to Comprehension of Narrative and Expository Text |
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