Monday, January 2, 2012

Prior Knowledge and Miscues

Annotated Research

Question: What effect did high prior knowledge have on miscues with meaning loss?

Answer: “Found that third graders with high prior knowledge make fewer miscues resulting in meaning loss and correctly answered more comprehension questions than third graders with low prior knowledge.” MI Taft and L Leslie. 1985. P. 418.

Comment: High prior knowledge of a topic is a powerful element in comprehension. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall. Research in the Teaching of English, (December 1985), 405-424.

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