The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Implicit Information:
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TLDR
A reliable decrease in question difficulty attributable to cueing prepositional relations explicitly in the text was found, interpreted as supporting and extending the arguments emerging from various “schema theories”.Abstract:
To investigate the applicability of schema-theoretic notions to young children's comprehension of textually explicit and inferrable information, slightly above-average second grade readers with str...read more
Citations
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Journal ArticleDOI
The simple view of reading
Wesley A. Hoover,Philip B. Gough +1 more
TL;DR: In this paper, a simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading, and three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade.
Journal ArticleDOI
The instruction of reading comprehension
TL;DR: A review of reading comprehension instruction can be found in this article, where the authors characterize, summarize, and evaluate that research in terms of its contribution to principles of instructional practice, and the major criterion for inclusion, then, becomes, “Did the study examine either comprehension instruction or the consequences of comprehension instruction and/or learning?
Journal ArticleDOI
Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media
TL;DR: The Computer Supported Intentional Learning Environments (CSILE) as mentioned in this paper, a knowledge medium designed to support intentional learning, is described, with illustrations of children's use of it in cooperative knowledge building.
Journal ArticleDOI
Schooling and the Acquisition of Knowledge
Journal ArticleDOI
Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction
Janis E. Jacobs,Scott G. Paris +1 more
TL;DR: In this paper, an Index of Reading Awareness (IRA) is offered as an informal assessment of metacognition derived from both theory and empirical data that can be used to measure children's understanding of reading comprehension processes.
References
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Book ChapterDOI
Schemata: The building blocks of cognition
TL;DR: Schemata are active computational devices capable of evaluating the quality of their own fit to the available data as discussed by the authors and are employed in the process of interpreting sensory data, in retrieving information from memory, in organizing actions, in determining goals and subgoals, in allocating resources, and, generally, in guiding the flow of processing in the system.
Journal ArticleDOI
Frameworks for Comprehending Discourse
TL;DR: This article found that high-level schemata provide the interpretative framework for comprehending discourse, and that most subjects gave each passage one distinct interpretation or another and reported being unaware of other perspectives while reading.
Book ChapterDOI
Considerations of some problems of comprehension.
TL;DR: The chapter presents a number of studies that illustrate some of the interplay between linguistic inputs and extralinguistic knowledge and suggests a general orientation toward the problem of linguistic comprehension that places it squarely within the domain of cognitive psychology, and that generates questions for future research.