The Importance of Knowledge for Reading Comprehension: A Quasi-Experimental Investigation

Which beliefs it touches

• C17 Background knowledge sets a limit on it

  Quasi-experiment, one complete Year 2 cohort (n = 73, Australia): explicitly taught topic knowledge let both skilled and less skilled readers make inferences in a related text, but less skilled readers mastered less of the knowledge in the same time and lost more of the benefit when reading came after a delay. Abstract only; no effect sizes in the abstract.