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- Title
Children's recall of familiar and unfamiliar text.
- Authors
Marr, Mary Beth; Gormley, Kathleen
- Abstract
This study examined the relationship between comprehension ability and prior knowledge in children's recall of structurally equivalent text. Fourth-grade students answered explicit text-based prequestions and then read six passages on familiar and unfamiliar topics. They then recalled and answered probe questions about the passages. Retelling elicited text-based responses whereas probing encouraged more responses based on prior knowledge. Topic familiarity was a relative concept; consequently, prior knowledge was used to predict subsequent comprehension performmance. Both comprehension ability and prior knowledge served as predictors of comprehension performance. However, general prior knowledge of the topics was the strongest predictor of the student's ability to draw inferences and elaborate. Students also exhibited the use of analogical knowledge to comprehend related passages. Overall, these results support recent research and current theories of the comprehension process.
- Subjects
READING (Elementary); LANGUAGE arts (Elementary); READING Recovery program; SYSTEMATIC instruction; READING; READING comprehension; COMPREHENSIVE instruction (Reading); STUDENT assistance programs; STUDENTS
- Publication
Reading Research Quarterly, 1982, Vol 18, Issue 1, p89
- ISSN
0034-0553
- Publication type
Article
- DOI
10.2307/747539