Comprehension of Expository Text From Un-Familiar Domain : Effects of Instruction That Provides Wither Domain - Specific or Strategy Knowledge  

Oleh:

Greene, Barbara A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 20 no. 03 (Jul. 1995), page 313-319.
Topik: domain; strategy knowledge; domain; specific

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Two studies examined the effects of instructional activities that provided either relevant domain knowledge or knowledge about comprehension strategies. College students read a chapter on economics which was determined in advance to be unfamiliar. Comprehension was measured with two verification tasks. Results from the first study indicated that subjects in both the domain and strategy conditions performed better on the summary verification task than subjects in a control condition. However, in the second study subjects in the domain condition preformed better than subjects in the control condition and subjects in the strategy condition were not statistically different from subjects in either the domain or the control conditions. In neither study did the two types of comprehension instruction affect performance on the inference verification test.

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