Learning From Text: A Multidimensional and Developmental Perspective

By Patricia A. Alexander, T. Jetton. 2000

549 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a2fcef35556f990783a4fa7f5e2eef3bf62da014

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, background): “Alexander and Jetton (2000) suggested that no other individual-difference factor influences students’ understanding and recall more than their knowledge about the topic of reading.”
Toward an Integrated Framework of Multiple Text Use (2019, methodology): “Prior Knowledge Prior knowledge is the individual difference factor that has been found to contribute most to single text comprehension (Alexander & Jetton, 2000; Alexander, Kulikowich, & Jetton, 1994a; Coiro, 2011; McNamara & Kintsch, 1996) and has been used in studies of multiple text use…”
Effective Literacy Instruction for Adolescents (2002, background): “…to providing strategy instruction, effective teachers ensure that students have adequate background information and relevant hands-on experience as ways of preparing them to read a textbook, view a video, or listen to a tape on content particular to their subject areas (Alexander & Jetton, 2000).”
Effects of motivational and cognitive variables on reading comprehension (2008, background): “Researchers and practitioners (Alexander & Jetton, 2000; Kintsch, 1998) have acknowledged the importance of students’ reading comprehension skills to success in a variety of school subject areas as well as other achievement outcomes.”
Measuring strategic processing when students read multiple texts (2011, result): “…focusing on elaboration with deeper-level processing also seems consistent with the terminology used by authors describing general learning strategies (Weinstein and Mayer 1986), single-text comprehension strategies (Alexander and Jetton 2000), and the processing of multiple texts (Goldman 2004).”
Reading to Learn: Effects of Combined Strategy Instruction on High School Students (2004, background): “Research and theory suggest that questions that teachers pose in discussions or incorporate in their tests are highly influential in guiding students’ learning (Alexander & Jetton, 2000; Schellings & van Hout-Wolters, 1995).”
The Path to Competence: A Lifespan Developmental Perspective on Reading (2005, background): “Certainly, for the domain of reading, as with other complex academic domains, learning involves the strategic processing of written and oral texts (Alexander & Jetton, 2000).”
How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research (2004, background): “As Alexander and Jetton (2000) note, it is possible for people to possess reasonable topic knowledge even when domain knowledge is very poor.”
The Development of Expertise: The Journey From Acclimation to Proficiency (2003, background): “In addition, because strategic processing takes time and effort, interest in the domain or topic can be a catalyst for strategic engagement (Alexander & Jetton, 2000; Murphy & Alexander, 2002).”
Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration (2013, background): “We know that learners’ prior knowledge has a large influence on what they understand and remember when learning from text (Alexander & Jetton, 2000).”