Literaturnachweis - Detailanzeige
| Autor/inn/en | McCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John |
|---|---|
| Titel | Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge |
| Quelle | In: Discourse Processes: A Multidisciplinary Journal, 55 (2018) 5-6, S.510-524 (15 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (McCarthy, Kathryn S.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0163-853X |
| DOI | 10.1080/0163853X.2018.1460159 |
| Schlagwörter | Knowledge Level; Reading Comprehension; High School Students; Pretests Posttests; Measures (Individuals); Reading Materials; Science Instruction; Ecology; Readability; Readability Formulas; California; Pennsylvania; Flesch Kincaid Grade Level Formula; Flesch Reading Ease Formula |
| Abstract | Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3,650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in the context of the Global, Integrated, Scenario-based Assessment on ecosystems. Linear mixed-effects models revealed positive effects of background knowledge on comprehension and learning as well as an interactive effect of domain and topic-specific knowledge, such that readers with high domain knowledge but low topic-specific knowledge improved most from pretest to posttest. We discuss the potential implications of these findings for educational assessments and interventions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
