Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.

@inproceedings{McNamara1996AreGT,
  title={Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.},
  author={Danielle S. McNamara and Eileen Kintsch and Nancy Butler Songer and Walter Kintsch},
  year={1996}
}
Two experiments, theoretically motivated by the construction-integration model of text comprehension (W. Kintsch, 1988), investigated the role of text coherence in the comprehension of science texts. In Experiment 1, junior high school students' comprehension of one of three versions of a biology text was examined via free recall, written questions, and a key-word sorting task. This study demonstrates advantages for globally coherent text and for more explanatory text. In Experiment 2… CONTINUE READING

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