The Influence of Prior Knowledge and Text Genre on Readers' Prediction Strategies

Abstract

This study examined the influence of prior knowledge and text genre on readers' prediction strategies. Three groups of subjects read two genres of text (short stories and essays), and gave verbal reports of their prediction strategies while reading. Next, subjects rated the texts in terms of relative familiarity of text content. Quantitative analysis of the think-aloud protocols indicated statistically significant differences in frequency of reports of predictions for particular texts. Subjects reported making significantly more predictions on the essays rated more familiar, and on the story which was rated more familiar. There were no significant differences in frequency of reported predictions on the short story and essay which were rated most familiar. Results indicate that readers' prior knowledge for the content of the text may significantly influence the nature of readers' prediction strategies. Qualitative analysis of protocols allowed for examination of the variation in the types of predictions and prediction-related strategies which were used by readers in this study. Implications of findings for reading comprehension theory and educational practice are discussed.

Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation

“…Furthermore, the lack of difference in test performance between the two groups may be attributed to the added benefit of having learners make a prediction of the potential relationship in addition to selfexplaining results of their assignments. Creating a prediction may have served to activate prior knowledge and focus attention on the integration of upcoming information, consistent with past research on the benefits of prediction during reading (Afflerbach 1990).…”

Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design

“…At a more specific level, there are a number of empirically validated reading strategies that can be helpful in supporting the construction of coherent models of text (see McNamara, 2007). Reading strategies include, but are not limited to visualization/imagery (Oakhill & Patel, 1991), paraphrasing (Fisk & Hurst, 2003), elaborating (Menke & Pressley, 1994), predicting (Afflerbach, 1990), selfexplanation (McNamara, 2004), note taking (Faber, Morris, & Lieberman, 2000), summarization (Franzke, Kintsch, Caccamise, Johnson, & Dooley, 2005), previewing (Spires, Gallini, & Riggsbee, 1992), and the use of graphic organizers and text structure (Goldman & Rakestraw, 2000;Meyer & Wijekumar, 2007). Reading strategies such as these are often used by skilled readers to simplify, organize, restructure, remember, and embellish text.…”

Lessons From/For the Field: What We Can Learn from College Composition

“…An ERIC Online search brings up 220 articles and papers in the last twenty years with "genre" in their title. However, only four articles are from reading journals; three of those articles involve primary children, one (Afflerbach, 1990) involves adults. The other 216 articles come from primarily speech communication, composition, literature, and business communication.…”