How do general knowledge and reading strategies ability relate to reading comprehension of high school students at different educational levels?

Ely Kozminsky, Lea Kozminsky

Research output: Contribution to journalArticlepeer-review

32 Scopus citations

Abstract

The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth-grade students at varying educational levels: academic, semi-academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self-questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi-academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group. Royal Dutch Geographical Society 2001.

Original languageEnglish
Pages (from-to)187-204
Number of pages18
JournalJournal of Research in Reading
Volume24
Issue number2
DOIs
StatePublished - 1 Jan 2001

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychology (miscellaneous)

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