Some Unexpected Issues in Prior Knowledge and Comprehension

Two recent studies by M. Y. Lipson suggest that young children experience comprehension difficulty when the text contradicts their own prior experience. In "Learning New Information from Text: The Role of Prior Knowledge and Reading Ability" (Journal of Reading Behavior, 1982, 14, 3, 243-2...

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Bibliographic Details
Published in:The Reading teacher 1984-04, Vol.37 (8), p.760-764
Main Author: Lipson, Marjorie Youmans
Format: Article
Language:English
Subjects:
Children
Cognitive space
Japanese culture
Learning
Posttests
Prior learning
Reading ability
Reading comprehension
Reading research
Reading teachers
Online Access:Get full text
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Summary:Two recent studies by M. Y. Lipson suggest that young children experience comprehension difficulty when the text contradicts their own prior experience. In "Learning New Information from Text: The Role of Prior Knowledge and Reading Ability" (Journal of Reading Behavior, 1982, 14, 3, 243-261) & "The Influence of Religious Affiliation on Children's Memory for Text Information" (Reading Research Quarterly, 1983, 18, summer, 448-457), it was found that prior knowledge can affect comprehension & can even act to distort the reader's comprehension. Strategies to increase knowledge & context include "semantic webbing," & teaching children to monitor their own reading for comprehension failures. 19 References. B. Annesser Murray
ISSN:0034-0561