The effects of prior knowledge in a scenario-based comprehension assessment: A multidimensional approach

Kathryn S. McCarthy, Jonathan Steinberg, Kelsey Dreier, Tenaha O'Reilly, John Sabatini, Reese Butterfuss, Danielle S. McNamara

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This study examined how different qualities of readers' prior knowledge influenced performance on a Scenario Based Assessment (SBA). High school students (n = 506) completed a SBA in either the domain of science (ecology) or the domain of history (women's suffrage). In addition to the SBA, participants completed a measure of foundational reading skills and three measures of prior knowledge (topical vocabulary, basic/factual, integrated/conceptual) for both domains. While all three knowledge measures predicted comprehension above and beyond reading skill, they differentially contributed to SBA performance. These findings highlight the need to not only evaluate how much a student knows prior to learning, but to understand the nature of that knowledge and how it will help or hinder comprehension.

Original languageEnglish (US)
Article number102283
JournalLearning and Individual Differences
Volume103
DOIs
StatePublished - Apr 2023

Keywords

  • Comprehension
  • Expository
  • Prior knowledge
  • Reading skill

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'The effects of prior knowledge in a scenario-based comprehension assessment: A multidimensional approach'. Together they form a unique fingerprint.

Cite this