Comprehension of Counterintuitive Science Text: Effects of Prior Knowledge and Text Structure

Journal of Educational Research

Volumn 82, Issue 4, 1989, Pages 197-202

  Alvermann, Donna E ^a   Hague, Sally A ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84936433005     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671.1989.10885893     Document Type: Article

References (17)

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2. Alvermann, D. E., Smith, L. C., & Readence, J. E. (1985). Prior knowledge and the comprehension of compatible and incompatible text. Reading Research Quarterly, 20, 420–436.
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6. Hynd, C. R., & Alvermann, D. E. (1986b). The role of refutation text in overcoming difficulty with science concepts. Journal of Reading, 29, 440–446.
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9. Langer, J. A., & Nicholich, M. (1981). Prior knowledge and its relationship to comprehension. Journal of Reading Behavior, 13, 373–379.
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11. Lipson, M. Y. (1983). The influence of religious affiliation on children’s memory for text information. Reading Research Quarterly, 18, 448–457.
12. Maria, K., & MacGinitie, W. (1981, December). Prior knowledge as a handicapping condition. Paper presented at the 31st annual meeting of the National Reading Conference, Dallas, TX.
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14. McCloskey, M. (1983). Intuitive physics. Scientific American, 248, 122–130.
15. Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children’s comprehension of explicit and implicit information. Journal of Reading, 11, 201–209.
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