Prior Knowledge, Reading Skill, And Text Cohesion In The Comprehension Of Science Texts (review of article 40th)

Prior Knowledge, Reading Skill, And Text Cohesion In The Comprehension Of Science Texts

This study examines how text features (i.e, cohesion) and individual differences (i.e, reading skills and prior knowledge) contribute to the understanding of biological texts. Students with low and high biological knowledge levels read two biological texts, one of which has high cohesion and other low cohesion. Both groups are similar in reading skills. Understanding participant text is assessed by open understanding questions that measure different levels of understanding (i.e, text-based, local bridging, global bridging). Results shown: (a) reading high-cohesion text improves text-based understanding; (b) the overall understanding is positively correlated with the participants 'initial knowledge, and (c) the extent to which participants benefit from reading high cohesion texts depends on the participants' reading skills, so that skilled participants gain more of the text with high cohesion.

Annisa Masnasuri Kesai

16611069

Article