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Reading Psychology Volume 5, 1984 - Issue 1-2
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Original Articles

READING ABILITY AND PRIOR KNOWLEDGE AS PREDICTORS OF ELEVEN AND TWELVE YEAR OLDS' TEXT COMPREHENSION

Daniel Callahan University of California, Santa Barbara
&
Priscilla A. Drum University of California, Santa Barbara
Pages 145-154 | Published online: 03 Aug 2006

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Read on this site (2)

Reid Smith, Pamela Snow, Tanya Serry & Lorraine Hammond. (2021) The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology 42:3, pages 214-240.
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D. Ray Reutzel & BonnieC. Morgan. (1990) EFFECTS OF PRIOR KNOWLEDGE, EXPLICITNESS, AND CLAUSE ORDER ON CHILDREN'S COMPREHENSION OF CAUSAL RELATIONSHIPS. Reading Psychology 11:2, pages 93-114.
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Articles from other publishers (3)

Gina N. Cervetti, Tanya S. Wright & HyeJin Hwang. (2016) Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect?. Reading and Writing 29:4, pages 761-779.
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Gregory C.R. YatesMargaret Chandler. (2016) The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications. Australian Journal of Education 35:2, pages 131-153.
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André-Jacques Deschênes. (1988) Le Rôle des Connaissances Initiales dans l’Acquisition d’Informations Nouvelles à l’Aide de TextesThe role of prior knowledge on learning new information from text. European Journal of Psychology of Education 3:2, pages 137-143.
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