Content, domain, and word knowledge: Relationship to comprehension of narrative and expository text

Reading and Writing

Volumn 8, Issue 5, 1996, Pages 419-432

  Rupley, William H ^a   Willson, Victor L ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

Background knowledge; Reading comprehension; Strategies

Indexed keywords

EID: 0000330624     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (15)

1. Adams, M.J. (1990). Beginning to read. Cambridge, MA: MIT Press.
2. Alexander, P.A. (1995). Stages and phases of domain learning: The dynamics of subject-matter knowledge, strategy knowledge, and motivation. In: C. E. Weinstein & B.L. McCombs (eds.), Strategic learning: Skill, will, and self-regulation. Hillsdale, NJ: Erlbaum.
3. Alexander, P.A. & Judy, J.E. (1988). The interaction of domain-specific and strategic knowledge in academic performance, Review of Educational Research 58: 375-404.
4. Alexander, P.A.C & Murphy, P.K. (1996). The research base for APA's learner-centered psychological principles. In: N. Lambert & B. McCombs (eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered schools (in press).
5. Alvermann, D.E., Smith, L.C. & Readence, J.E. (1985). Prior knowledge activation and the comprehension of compatible and incompatible text, Reading Research Quarterly 20: 420-436.
6. Anderson, R.C., Reynolds, R.E., Schallert, D.L. & Goetz, E.T. (1977). Frameworks for comprehending discourse, American Educational Research Journal 14: 367-382.
7. Dole, J.A., Duffy, G.G., Roehler, L.R. & Pearson, P.D. (1991). Moving from the old to the new: Research on reading comprehension instruction, Review of Educational Research 61: 239-264.
8. Jetton, T.L, Rupley, W.H. & Willson, V.L. (1995). Comprehension of narrative and expository text: The role of content, topic, discourse, and strategy knowledge. In: K. Hinchman, D. Leua & C. Kinzer (eds.), Perspectives on literacy research and practice. Forty-fourth Yearbook of the National Reading Conference (pp. 197-204). Chicago: The National Reading Conference, Inc.
9. McCutchen, D. (1986). Domain knowledge and linguistic knowledge in the development of writing ability, Journal of Memory and Language 25: 431-444.
10. Murphey, P.K. & Alexander, P.A. (1995). A developmental study of domain learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco
11. Prawat, R. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis, Review of Educational Research 59: 1-41.
12. Rumelhart, D.E. (1994). Toward an interactive model of reading. In: R. Ruddell, M. Ruddell & H. Singer (eds.), Theoretical models and processes of reading, Vol. 4 (pp. 864-894). Newark, DE: International Reading Association.
13. Spilich, G.J., Vesonder, G.T., Chiesi, H.L. & Voss, J.F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge, Journal of Verbal Learning and Verbal Behavior 18: 275-290.
14. Symons, S. & Pressley, M. (1993). Prior knowledge affects text search success and extraction of information, Reading Research Quarterly 28: 250-259.
15. Valencia, S.W., Stallman, A.C., Commeyras, M., Pearson, P.D. & Hartman, D.K. (1991). Four measures of topical knowledge: A study of content validity, Reading Research Quarterly 26: 204-233.