Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/sage/the-impact-of-science-knowledge-reading-skill-and-reading-strategy-ukeVGO3aLK
References (107)
-
J. Bransford, Marcia Johnson (1972)
Contextual prerequisites for understanding: Some investigations of comprehension and recallJournal of Verbal Learning and Verbal Behavior, 11
-
Virpi Slotte, K. Lonka, Sari Lindblom-Ylänne (2001)
Study-strategy use in learning from text. Does gender make any difference?Instructional Science, 29
-
J. Orasanu (1986)
Reading Comprehension: From Research to Practice. -
C. Block, M. Pressley (2001)
Comprehension Instruction: Research-Based Best Practices -
Vera Woloshyn, M. Pressley, W. Schneider (1992)
Elaborative-interrogation and prior-knowledge effects on learning of factsJournal of Educational Psychology, 84
-
R. Mayer (2001)
Multimedia Learning: The Promise of Multimedia Learning -
Eileen Wood, M. Pressley, P. Winne (1990)
Elaborative interrogation effects on children's learning of factual content.Journal of Educational Psychology, 82
-
A. Shapiro (2004)
How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning ResearchAmerican Educational Research Journal, 41
-
J. Kahle (2004)
Will girls be left behind? Gender differences and accountabilityJournal of Research in Science Teaching, 41
-
Mitchell Chester (2005)
Making Valid and Consistent Inferences About School Effectiveness From Multiple MeasuresEducational Measurement: Issues and Practice, 24
-
T. Willoughby, T. Waller, Eileen Wood, G. Mackinnon (1993)
The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task Following Elaborative InterrogationContemporary Educational Psychology, 18
-
B. Ross, Gary Bradshaw (1994)
Encoding effects of remindingsMemory & Cognition, 22
-
Mitchell Chester (2005)
Measuring the Impact of State Accountability ProgramsEducational Measurement: Issues and Practice, 24
-
M. Lundeberg (1987)
Metacognitive Aspects of Reading Comprehension: Studying Understanding in Legal Case Analysis.Reading Research Quarterly, 22
-
D. McNamara, E. Kintsch, N. Songer, W. Kintsch (1996)
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From TextCognition and Instruction, 14
-
Ross Thompson, Byron Zamboanga (2004)
Academic Aptitude and Prior Knowledge as Predictors of Student Achievement in Introduction to PsychologyJournal of Educational Psychology, 96
-
P. Donahue, M. Daane, Ying Jin (2005)
The Nation's Report Card[TM]: Reading, 2003. NCES 2005-453.National Center for Education Statistics
-
P. Alexander, Judith Judy (1988)
The Interaction of Domain-Specific and Strategic Knowledge in Academic PerformanceReview of Educational Research, 58
-
M. Driscoll, M. Moallem, W. Dick, Elizabeth Kirby (1994)
How Does the Textbook Contribute to Learning in a Middle School Science ClassContemporary Educational Psychology, 19
-
M. Pressley, Eileen Wood, Vera Woloshyn, Vicky Martin, A. King, D. Menke (1992)
Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates LearningEducational Psychologist, 27
-
M. Chi, M. Bassok, Matthew Lewis, P. Reimann, R. Glaser (1989)
Self-Explonations: How Students Study and Use Examples in Learning to Solve ProblemsCogn. Sci., 13
-
Frederick Hess (2005)
Commentary: Accountability Policy and Scholarly Research.Educational Measurement: Issues and Practice, 24
-
S. Paris, J. Jacobs (1984)
The benefits of informed instruction for children's reading awareness and comprehension skills.Child Development, 55
-
D. McNamara (2001)
Reading both high-coherence and low-coherence texts: effects of text sequence and prior knowledge.Canadian journal of experimental psychology = Revue canadienne de psychologie experimentale, 55 1
-
F. Dochy, M. Segers, Michelle Buehl (1999)
The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior KnowledgeReview of Educational Research, 69
-
J. Deloache, D. Cassidy, A. Brown (1985)
Precursors of mnemonic strategies in very young children's memory.Child development, 56 1
-
D. McNamara, Jennifer Scott (2001)
Working memory capacity and strategy useMemory & Cognition, 29
-
Harry Chiesi, G. Spilich, J. Voss (1979)
Acquisition of domain-related information in relation to high and low domain knowledge.Journal of Verbal Learning and Verbal Behavior, 18
-
S. Kesidou, J. Roseman (2002)
How well do middle school science programs measure up? Findings from Project 2061's curriculum reviewJournal of Research in Science Teaching, 39
-
J. Bransford, Ann Brown, R. Cocking (1999)
How people learn: Brain, mind, experience, and school. -
J. Voss, L. Silfies (1996)
Learning From History Text: The Interaction of Knowledge and Comprehension Skill with Text StructureCognition and Instruction, 14
-
H. Tenenbaum, C. Snow, K. Roach, B. Kurland (2005)
Talking and reading science: Longitudinal data on sex differences in mother–child conversations in low-income familiesJournal of Applied Developmental Psychology, 26
-
Annemarie Palincsar, Ann Brown (1984)
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring ActivitiesCognition and Instruction, 1
-
S. Paris, D. Cross, M. Lipson (1984)
Informed strategies for learning: a program to improve children's reading awareness and comprehensionJournal of Educational Psychology, 76
-
Eileen Wood, K. Hewitt (1993)
Assessing the Impact of Elaborative Strategy Instruction Relative to Spontaneous Strategy Use in High AchieversExceptionality, 4
-
C. Snow (2002)
Reading for Understanding: Toward an R&D Program in Reading Comprehension -
K. Ericsson, W. Kintsch (1995)
Long-term working memory.Psychological review, 102 2
-
M. Chi, N. Leeuw, M. Chiu, Christian LaVancher (1994)
Eliciting Self-Explanations Improves UnderstandingCogn. Sci., 18
-
B. Ross (1989)
Distinguishing Types of Superficial Similarities: Different Effects on the Access and Use of Earlier ProblemsJournal of Experimental Psychology: Learning, Memory and Cognition, 15
-
H. She (2001)
Different Gender Students' Participation in the High- and Low-achieving Middle School Questioning-orientated Biology Classrooms in TaiwanResearch in Science & Technological Education, 19
-
(1932)
A Handbook of Child PsychologyNature, 130
-
Barbara Timmerman (2002)
Keeping Science Current., 25
-
Carol Walker (1987)
Relative Importance of Domain Knowledge and Overall Aptitude on Acquisition of Domain-Related InformationCognition and Instruction, 4
-
F. Schmalhofer, C. Perfetti (2007)
Higher level language processes in the brain : inference and comprehension processes -
K. Flannery, J. Liederman, L. Daly, Jorg Schultz (2000)
Male prevalence for reading disability is found in a large sample of Black and White children free from ascertainment biasJournal of the International Neuropsychological Society, 6
-
P. Whitney, Bill Ritchie, Matthew Clark (1991)
Working‐memory capacity and the use of elaborative inferences in text comprehensionDiscourse Processes, 14
-
S. Tobias (1994)
Interest, Prior Knowledge, and LearningReview of Educational Research, 64
-
J. Oakhill (1984)
INFERENTIAL AND MEMORY SKILLS IN CHILDREN'S COMPREHENSION OF STORIESBritish Journal of Educational Psychology, 54
-
Kathy Studeny, J. Voss (1979)
Text Processing of Domain-Related Information for Individuals with High and Low Domain Knowledge: Methodological Considerations. -
M. Pressley, Peter Afflerbach (1996)
Verbal Protocols of Reading: The Nature of Constructively Responsive Reading -
Isabel Beck, Margaret McKeown, Erika Gromoll (1989)
Learning From Social Studies TextsCognition and Instruction, 6
-
M. Kane (2005)
Validating High-Stakes Testing ProgramsEducational Measurement: Issues and Practice, 21
-
D. Long, B. Oppy, M. Seely (1994)
Individual differences in the time course of inferential processing.Journal of Experimental Psychology: Learning, Memory and Cognition, 20
-
M. Schmitt (1990)
A Questionnaire to Measure Children's Awareness of Strategic Reading Processes.The Reading Teacher, 43
-
T. Willoughby, Eileen Wood, Mustaq Khan (1994)
Isolating variables that impact on or detract from the effectiveness of elaboration strategies.Journal of Educational Psychology, 86
-
D. Long, J. Golding (1993)
Superordinate goal inferences: Are they automatically generated during comprehension?Discourse Processes, 16
-
M. Pressley, E. Ghatala (1990)
Self-Regulated Learning: Monitoring Learning From TextEducational Psychologist, 25
-
T. O’Reilly, Rachel Best, D. McNamara (2004)
Self-Explanation Reading Training: Effects for Low-Knowledge Readers, 26
-
B. Ross, Patrick Kennedy (1990)
Generalizing from the use of earlier examples in problem solvingJournal of Experimental Psychology: Learning, Memory and Cognition, 16
-
W. Grigg, M. Daane, Ying Jin, Jay Campbell (2003)
The Nation's Report Card: Reading, 2002. -
K. VanLehn (1998)
Analogy Events: How Examples are Used During Problem SolvingCogn. Sci., 22
-
Mark Forget (1999)
Comparative Effects of Three Methods of Staff Development in Content Area Reading Instruction on Urban High School Teachers -
J. Shea (1995)
National Science Education StandardsJournal of Geological Education, 43
-
Lauretta Reeves, R. Weisberg (1994)
The Role of Content and Abstract Information in Analogical TransferPsychological Bulletin, 115
-
S. Lenski, Susan Nierstheimer (2002)
STRATEGY INSTRUCTION FROM A SOCIOCOGNITIVE PERSPECTIVEReading Psychology, 23
-
Janice Rech (1996)
Gender differences in mathematics achievement and other variables among university studentsJournal of research and development in education, 29
-
J. Liederman, L. Kantrowitz, K. Flannery (2005)
Male Vulnerability to Reading Disability Is Not Likely to Be a MythJournal of Learning Disabilities, 38
-
G. Salomon, D. Perkins (1989)
Rocky Roads to Transfer: Rethinking Mechanism of a Neglected PhenomenonEducational Psychologist, 24
-
A. Graesser, R. Wisher (2001)
Question Generation as a Learning Multiplier in Distributed Learning Environments -
R. Garner (1990)
When Children and Adults Do Not Use Learning Strategies: Toward a Theory of SettingsReview of Educational Research, 60
-
S. Lane (2005)
Validity of High‐Stakes Assessment: Are Students Engaged in Complex Thinking?Educational Measurement: Issues and Practice, 23
-
R. Radcliffe, David Caverly, C. Peterson, Matt Emmons (2004)
Improving Textbook Reading in a Middle School Science Classroom.Reading Improvement, 41
-
S. Ceci, U. Bronfenbrenner (1985)
"Don't forget to take the cupcakes out of the oven": prospective memory, strategic time-monitoring, and context.Child development, 56 1
-
B. Taylor, P. Pearson, K. Clark, S. Walpole (1999)
Effective Schools/Accomplished Teachers.The Reading Teacher, 53
-
K. Alcock, K. Nokes, F. Ngowi, C. Musabi, Akundaeli Mbise, R. Mandali, D. Bundy, A. Baddeley (2000)
The development of reading tests for use in a regularly spelled languageApplied Psycholinguistics, 21
-
Kouider Mokhtari, C. Reichard (2002)
Assessing students' Metacognitive Awareness of Reading StrategiesJournal of Educational Psychology, 94
-
D. McNamara, W. Kintsch (1996)
Learning from texts: Effects of prior knowledge and text coherenceDiscourse Processes, 22
-
B. Adams, L. Bell, C. Perfetti (1995)
A Trading Relationship between Reading Skill and Domain Knowledge in Children's Text Comprehension.Discourse Processes, 20
-
Murray Singer, Kathryn Ritchot (1996)
The role of working memory capacity and knowledge access in text inference processingMemory & Cognition, 24
-
C. Chinn, Betina Malhotra (2002)
Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry TasksScience Education, 86
-
Joseph Magliano, Keith Millis (2003)
Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic AnalysisCognition and Instruction, 21
-
M. Carnoy (2005)
Have State Accountability and High‐Stakes Tests Influenced Student Progression Rates in High School?Educational Measurement: Issues and Practice, 24
-
W. Mau, R. Lynn (2000)
Gender differences in homework and test scores in Mathematics, Reading and Science at tenth and twelfth gradePsychology, Evolution & Gender, 2
-
Jim Cipielewski, K. Stanovich (1992)
Predicting growth in reading ability from children's exposure to print☆Journal of Experimental Child Psychology, 54
-
Joseph Magliano, K. Wiemer-hastings, Keith Millis, B. Muñoz, D. McNamara (2002)
Using latent semantic analysis to assess reader strategiesBehavior Research Methods, Instruments, & Computers, 34
-
Y. Ozuru, Rachel Best, D. McNamara (2004)
Contribution of Reading Skill to Learning from Expository Texts, 26
-
R. Dumont, John Willis (2008)
Gates-Macginitie Reading Test -
S. Reis, Sunghee Park (2001)
Gender Differences in High-Achieving Students in Math and ScienceJournal for the Education of the Gifted, 25
-
N. Yuill, J. Oakhill (1988)
Understanding of anaphoric relations in skilled and less skilled comprehendersBritish Journal of Psychology, 79
-
C. Bereiter, Marlene Bird (1985)
Use of Thinking Aloud in Identification and Teaching of Reading Comprehension StrategiesCognition and Instruction, 2
-
A. Graesser, D. Harter (2001)
Teaching Tactics and Dialog in AutoTutor -
Samuel Namowitz (1953)
Heath earth science -
B. Rosenshine, Carla Meister (1994)
Reciprocal Teaching: A Review of the ResearchReview of Educational Research, 64
-
R. Glaser, L. Resnick (2018)
Knowing, Learning, and Instruction -
D. McNamara, M. McDaniel (2004)
Suppressing irrelevant information: knowledge activation or inhibition?Journal of experimental psychology. Learning, memory, and cognition, 30 2
-
J. Oakhill (1983)
Instantiation in Skilled and Less Skilled ComprehendersQuarterly Journal of Experimental Psychology, 35
-
D. McNamara, I. Levinstein, C. Boonthum (2004)
iSTART: Interactive strategy training for active reading and thinkingBehavior Research Methods, Instruments, & Computers, 36
-
B. Cox (1997)
The rediscovery of the active learner in adaptive contexts: A developmental-historical analysis..Educational Psychologist, 32
-
D. McNamara (2004)
SERT: Self-Explanation Reading TrainingDiscourse Processes, 38
-
M. MacDonald, Morten Christiansen (2002)
Reassessing working memory: comment on Just and Carpenter (1992) and Waters and Caplan (1996).Psychological review, 109 1
-
Kenneth Forbus, D. Gentner, T. Regier (2004)
Proceedings of the 26th annual meeting of the Cognitive Science Society -
J. Bransford, B. Stein, N. Vye, J. Franks, P. Auble, Karen Mezynski, Greg Perfetto (1982)
Differences in approaches to learning: An overview.Journal of Experimental Psychology: General, 111
-
Ann Brown (1982)
Learning, remembering, and understanding -
Murray Singer, Peter Andruslak, Paul Reisdorf, N. Black (1992)
Individual differences in bridging inference processesMemory & Cognition, 20
-
Jeffrey Walczyk, Cheryl Marsiglia, K. Bryan, P. Naquin (2001)
Overcoming inefficient reading skillsJournal of Educational Psychology, 93
-
K. VanLehn (1990)
Mind Bugs: The Origins of Procedural Misconceptions -
K. VanLehn (1996)
Cognitive skill acquisition.Annual review of psychology, 47
- Publisher
- SAGE
- Copyright
- Copyright © 2019 by American Educational Research Association
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- DOI
- 10.3102/0002831206298171
- Publisher site
- See Article on Publisher Site
Abstract
This study examined how well cognitive abilities predict high school students’ science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students’ comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.
Journal
American Educational Research Journal – SAGE
Published: Dec 11, 2016
Keywords: science achievement,prediction,cognitive ability,gender,compensation