Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge from Reading Information Text

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How researchers see this paper

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New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment (2017, background): “Work by Taboada and Guthrie (2006) within traditional texts suggests that reading initiated by a question differs in important ways from reading that is not.”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “…such as fostering choice (e.g., choice of texts or tasks) and student control to suit learning preferences are associated with students’ intrinsic motivation and engagement in learning (Guthrie et al., 1999; Reeve, Jang, Carrell, Jeon, & Barch, 2004; Taboada, 2004; Taboada & Guthrie, 2006).”
The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap (2015, background): “Work by Taboada and Guthrie ( 2006 ) within traditional texts suggests that reading initiated by a question differs in important ways from reading that is not.”
Effects of motivational and cognitive variables on reading comprehension (2008, background): “comprehension to the extent that their questions support the conceptual knowledge structure of the text ( Taboada & Guthrie, 2006 ).”