Analysis of Able and Disabled Sixth-Grade Readers' Knowledge of Story Structure: A Comparison

Evelyn L. Kreine

Analysis of Able and Disabled Sixth-Grade Readers' Knowledge of Story Structure: A Comparison

Evelyn L. Kreine

North Ridgeville, Ohio

Research output: Contribution to journal › Article › peer-review

Abstract

Current research indicates that reading is a transactive process, suggesting that the background knowledge a reader brings to a text is at least as important as the text itself in determining comprehension (Goodman, 1984). Of particular interest here is the reader's tacit knowledge of typical organizational patterns which govern the structure of narrative texts, or what has been termed story schemata (Rumelhart, 1975, 1980).

Original language	American English
Journal	Default journal
State	Published - Oct 1 1986
Externally published	Yes

Disciplines

Education

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Analysis of Able and Disabled Sixth-Grade Readers Knowledge of SFinal published version, 461 KBLicense: CC BY

Cite this

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title = "Analysis of Able and Disabled Sixth-Grade Readers' Knowledge of Story Structure: A Comparison",

abstract = " Current research indicates that reading is a transactive process, suggesting that the background knowledge a reader brings to a text is at least as important as the text itself in determining comprehension (Goodman, 1984). Of particular interest here is the reader's tacit knowledge of typical organizational patterns which govern the structure of narrative texts, or what has been termed story schemata (Rumelhart, 1975, 1980).",

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AB - Current research indicates that reading is a transactive process, suggesting that the background knowledge a reader brings to a text is at least as important as the text itself in determining comprehension (Goodman, 1984). Of particular interest here is the reader's tacit knowledge of typical organizational patterns which govern the structure of narrative texts, or what has been termed story schemata (Rumelhart, 1975, 1980).

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Analysis of Able and Disabled Sixth-Grade Readers' Knowledge of Story Structure: A Comparison

Abstract

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