The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Implicit Information.

Pearson, P. David; And Others

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Peer reviewed

ERIC Number: EJ227515

Record Type: Journal

Publication Date: 1979

Pages: N/A

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The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Implicit Information.

Pearson, P. David; And Others

Journal of Reading Behavior, v11 n3 p201-09 Fall 1979

Reports on a study stemming from schema theory that assessed the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text, in comparison to those that are only partially specified by the same text. (Author/HOD)

Descriptors: Comparative Analysis, Elementary Education, Grade 2, Reading Ability, Reading Comprehension, Reading Processes, Reading Research

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A