Prompting Rural Students’ Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content
Bibliographic Data
| ID | 10721019 |
|---|---|
| Authors | Courtney Hattan (0000-0003-2914-3307, Illinois State University Normal USA, corresponding author) |
| Year | 2019 |
| Volume | 54 |
| Issue | 4 |
| Pages | 451-455 |
| Publication date | 2019-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.270 |
| OpenAlex | W2895003056 |
| Language | EN |
| Citations received | 6 |
| References cited | 23 |
Students’ ability to comprehend what they read is greatly influenced by what they already know and have experienced. For this reason, teachers work to activate students’ background knowledge prior to reading. Regrettably, the pedagogical techniques available to teachers for activating students’ knowledge are quite limited. Further, those available techniques have not always been effective for students whose background knowledge and experiences are ill matched to the textual content. Thus, the purpose of this quasi‐experimental study was to investigate the effectiveness of a traditional (mobilization) and a novel (relational reasoning) activation technique, in comparison with a control group. In this study, 149 rural middle school students were assigned to one of the two experimental conditions or a control condition. The author analyzed the data using structural equation modeling with comprehension as the outcome variable. The results indicated that relational reasoning was a significantly more effective activation technique than the mobilization and control conditions for enhancing comprehension. Qualitative analyses of semistructured interviews conducted with select low‐ and high‐ performing students revealed the utility of relational reasoning, especially for low‐performing students
Comprehension · Control (management) · Knowledge level · Mathematics education · Pedagogy · Qualitative research · Reading (process) · Reading comprehension · Teaching method · Artificial Intelligence · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
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Impact of literacy across content on middle school students' reading comprehension in a rural context
Struggling in the Heartland
What Research Has Revealed About Readers’ Struggles With Comprehension in the Digital Age
Rethinking the Role of Knowledge in the Literacy Classroom
Individual differences in college‐age learners
Educational psychology
Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts
Coming to Terms
K-W-L
Contextual prerequisites for understanding
How word decoding skill impacts text memory
Developing Readers' Knowledge through Analogy
Prior Knowledge and Reading Comprehension Test Bias
Prior Knowledge Activation and the Comprehension of Compatible and Incompatible Text
Identity matters
| Unique citing works | 6 |
|---|---|
| Citations per year | 0.86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |