Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension

Autor/inn/en	Elbro, Carsten; Buch-Iversen, Ida
Titel	Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension
Quelle	In: Scientific Studies of Reading, 17 (2013) 6, S.435-452 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2013.774005
Schlagwörter	Reading Instruction; Reading Comprehension; Inferences; Teaching Methods; Prior Learning; Grade 6; Experimental Groups; Control Groups; Comparative Analysis; Expository Writing; Models; Instructional Effectiveness; Transfer of Training; Pretests Posttests; Foreign Countries; Receptive Language; Decoding (Reading); Mathematics Skills; Intelligence Quotient; Motivation; Norway; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Leseunterricht; Leseverstehen; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; School year 06; 6. Schuljahr; Schuljahr 06; Analogiemodell; Unterrichtserfolg; Training; Transfer; Ausbildung; Ausland; Rezeptive Kommunikationsfähigkeit; Dekodierung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Intelligenzquotient; psychologische; Motivation (psychologisch); Norwegen
Abstract	Failure to "activate" relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in general. This idea was supported in an experimental study comprising 16 sixth-grade classes ("N" = 236) randomly assigned to experimental or control conditions. In the experimental condition, students' contribution to "gap-filling" inferences with expository texts were made explicit by means of graphic models and inference-demanding questions. After eight 30-min sessions, a large training effect was found on students' inference making skills with a substantial and sustained transfer effect to a standard measure of reading comprehension. The effects were not mediated by students' motivation, decoding ability, vocabulary, or nonverbal IQ. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10