The influence of readers’ prior knowledge and level of involvement on ambiguous text interpretation: An extension study

Abstract

Early studies that used ambiguous texts and readers of assumedly different backgrounds laid the foundation for prior knowledge being accepted as a critical determinant of reading comprehension. In these studies, both prior knowledge and level of involvement with the various domains was presumed rather than measured directly, leaving the findings open to question. The present study used an original ambiguous text that could be taken three distinct ways, and levels of prior knowledge and involvement were assessed in high school readers (n = 52) whose backgrounds would seem to match the possible interpretations. Descriptive, regression, and correlational analyses of free recall and multiple‐choice probe data revealed that (a) prior knowledge due to actual group membership exerts only a modest effect on interpretation, (b) readers’ levels of involvement appear to be predict text interpretation reliably, and (c) the research paradigm itself can influence the findings. Collectively, the study suggests that earlier studies of prior knowledge should probably be reconsidered in light of the complex interrelationships that appear to exist between prior knowledge and level of involvement variables.