The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts

By Panayiota Kendeou, Paul van den Broek. 2007

451 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Cognitive Science & Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Gale M. Sinatra
2. Brian W. Miller
3. Suzanne H. Broughton
4. Christine D. Tippett
5. Panayiota Kendeou
6. Paul van den Broek
7. R. Reynolds
8. A. Helder

In Experimental and Cognitive Psychology

1. Brian W. Miller
2. Christine D. Tippett
3. Gale M. Sinatra
4. Panayiota Kendeou
5. Jacqueline Evers-Vermeul
6. Paul van den Broek
7. Suzanne T. M. Bogaerds-Hazenberg
8. H. van den Bergh

In Cognitive Science & Psychology

1. Christine D. Tippett
2. Brian W. Miller
3. Panayiota Kendeou
4. Jacqueline Evers-Vermeul
5. Paul van den Broek
6. Suzanne H. Broughton
7. Gale M. Sinatra

Citations in the corpus

• REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH (2010, methodology): “However, research examining the use of refutation text or conceptual change text has also been conducted in Australia (Palmer, 2003), Canada ( Kendeou & van den Broek, 2007 ), China (Chiu & Wong, 1995), Cyprus (Diakidoy, Kendeou, & Ioannides, 2002), Finland (Mikkila-Erdmann, 2001), Italy (Mason & Ga”
• A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, background): “…to organize their memory for textual content; they attend to both the external physical organization of the text (e.g., headings, table of contents) and the internal structure of ideas for a better understanding (Anderson & Pearson, 1984; Kendeou & van den Broek, 2007; Meyer & Rice, 1984).”
• Using Reading Times and Eye-Movements to Measure Cognitive Engagement (2015, background): “…den Broek (2005) reported no differences in the reading times of participants with misconceptions and those without misconceptions when reading a refutational text, but Kendeou and van den Broek (2007) did find that students with misconceptions read slower if they were reading a refutational text.”