Prior knowledge, reading skill, and text cohesion in the comprehension of science texts

被引：265

作者：

Ozuru, Yauhiro ^{[1
]}

Dempsey, Kyle ^{[1
]}

McNamara, Danielle S. ^{[1
]}

机构：

[1] Univ Memphis, Memphis, TN 38152 USA

来源：

LEARNING AND INSTRUCTION | 2009年 / 19卷 / 03期

基金：

美国国家科学基金会;

关键词：

Text comprehension; Text cohesion; Reading skill; Science learning; REPRESENTATION; INFORMATION; INFERENCES; COHERENCE; ALWAYS;

D O I：

10.1016/j.learninstruc.2008.04.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in reading skill. Participants' text comprehension was assessed with open-ended comprehension questions that measure different levels of comprehension (i.e., text-based, local-bridging, global-bridging). Results indicated: (a) reading a high-cohesion text improved text-based comprehension (b) overall comprehension was positively correlated with participants prior knowledge, and (c) the degree to which participants benefited from reading a high-cohesion text depended on participants' reading skill, such tat skilled participants gained more from high-cohesion text. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：228 / 242

页数：15

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