عنوان

Background Knowledge and Its Effect on Standardized Reading Comprehension Test Performance

شماره

TL7ph9r3ts

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Background Knowledge and Its Effect on Standardized Reading Comprehension Test Performance

نام عام مواد

[Thesis]

نام نخستين پديدآور

Awabdy, Graziella Whipple

نام ساير پديدآوران

Pearson, P. David

نام ناشر، پخش کننده و غيره

UC Berkeley

تاریخ نشرو بخش و غیره

2012

کسي که مدرک را اعطا کرده

UC Berkeley

امتياز متن

2012

متن يادداشت

An investigation of the relationship between background knowledge and reading comprehension performance on standardized reading tests (the California STAR Test) was conducted with sixth, seventh, and eighth-grade ethnic minority children from low-income backgrounds (N = 68). Predictor variables examined included perceived background knowledge (overall and topic-specific), GPA, basic literacy skills, reading self-concept, race and ethnicity, language background, gender, and grade level. Research questions addressed participants' familiarity with topics discussed in STAR test reading passages and about the predictive nature of participant rankings and ratings of passages, as measured by the Topic Familiarity Ranking Measure and the Topic Familiarity Rating Scale. Results indicated that background knowledge of passage topics had a significant positive association (p < .05) with reading comprehension performance for 30% of the CST passages, for seventh and eighth-grade participants. Hierarchical regression analyses conducted on three of the passages showed that between 7% and 16% of the variance in reading comprehension performance was accounted for by background knowledge, as measured by the Topic Familiarity Rating Scale.

مستند نام اشخاص تاييد نشده

Awabdy, Graziella Whipple

مستند نام اشخاص تاييد نشده

Pearson, P. David

مستند نام تنالگان تاييد نشده

UC Berkeley

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y