Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization

Autor/inn/en	Davis, Marcia H.; Guthrie, John T.
Titel	Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization
Quelle	In: Journal of Educational Research, 108 (2015) 2, S.148-164 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.863749
Schlagwörter	Reading Comprehension; Content Area Reading; Knowledge Level; Grade 3; Elementary School Students; Sciences; Rating Scales; Recall (Psychology); Reading Skills; Prior Learning; Grade 9; Social Studies; Familiarity; Cognitive Processes; Secondary School Students; Scores; Proximity; Statistical Analysis; Language Arts; Reading Materials; Reading Strategies + Suchen Sie Ihr Suchwort? Leseverstehen; Sinnerfassendes Lesen; Wissensbasis; School year 03; 3. Schuljahr; Schuljahr 03; Science; Wissenschaft; Rating-Skala; Abberufung; Reading skill; Lesefertigkeit; Vorkenntnisse; School year 09; 9. Schuljahr; Schuljahr 09; Gemeinschaftskunde; Cognitive process; Kognitiver Prozess; Sekundarschüler; Lebensnähe; Statistische Analyse; Sprachkultur; Reading strategy; Leselernstufe; Lesetechnik
Abstract	The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well to a free-recall measure of science reading comprehension and differentiated poor and proficient readers. In Study 2, 176 third-grade students were given the proximity data measure on science text along with measures of prior knowledge, questioning, and text searching. In Study 3, 160 ninth-grade students were given the proximity data measure after reading a social studies text that varied on the presence of text signals and familiarity. The findings of this study extend the literature on the cognitive processing that contributes to higher order comprehension of information text among elementary and secondary students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01