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 | (2018), (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| 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 |
| 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 = 3650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in the context of the Global, Integrated, Scenario-based Assessment (GISA) 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. [This paper was published in "Discourse Processes" v55 n5-6 p510-524 2018 (EJ1184439).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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