Across 88 investigated techniques, prior knowledge activation showed positive comprehension outcomes in 51 instances, negative in 15, neutral in 8, and mixed in 8¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2–r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The review identified 30 unique activation techniques in eight categories from 88 investigated techniques across 54 articles and 68 studies. → Courtney Hattan 2023 q3 i? Of the 88 documented technique instances, 51 produced positive effects on learning or comprehension, 15 negative, 8 no significant outcomes, and 8 mixed outcomes. → Courtney Hattan 2023 (2) q3 i? Activation occurred primarily before reading: 47 of 88 techniques solely addressed pre-reading activation, and 65 included a prereading prompt. → Courtney Hattan 2023 (3)

Evidence¶

Courtney Hattan 2023¶

Courtney Hattan, Patricia A. Alexander, and Sarah M. Lupo. (2023). Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation. Review of Educational Research. https://scholar.google.com/scholar?q=Leveraging+What+Students+Know+to+Make+Sense+of+Texts+Prior+Knowledge+Activation

q3 · i? · review · r3

The review's frequency coding of all included studies using a first-cycle, magnitude-coding procedure, with interrater agreement of 98% on 13 (24%) of articles. From the 88 techniques, "30 unique knowledge activation techniques were identified" and grouped inductively into eight categories.

"Across the 54 articles and 68 studies (14 articles included 2 studies), 88 prior knowledge activation techniques were investigated."

Courtney Hattan 2023 (2)¶

Courtney Hattan, Patricia A. Alexander, and Sarah M. Lupo. (2023). Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation. Review of Educational Research. https://scholar.google.com/scholar?q=Leveraging+What+Students+Know+to+Make+Sense+of+Texts+Prior+Knowledge+Activation

q3 · i? · review · r3

The review's outcome coding of each technique against the study's other conditions, coding positive, negative, neutral, or mixed effects. Eight cases reported no significant outcomes, eight mixed outcomes, and six were qualitative or exploratory studies without quantitative assessment. Effect sizes were reported for only 20 of the 88 instances.

"For the 88 documented instances, 51 resulted in positive effects on readers' learning or comprehension, whereas 15 demonstrated negative outcomes."

Courtney Hattan 2023 (3)¶

Courtney Hattan, Patricia A. Alexander, and Sarah M. Lupo. (2023). Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation. Review of Educational Research. https://scholar.google.com/scholar?q=Leveraging+What+Students+Know+to+Make+Sense+of+Texts+Prior+Knowledge+Activation

q3 · i? · review · r2

The review's timing coding, developed a priori from Kintsch's Construction-Integration Model, found activation was initiated solely during reading in 19 techniques, during-reading scaffolds added in 28, post-reading activation alongside before or during reading in 17, and solely after reading in only one instance.

"47 of the 88 techniques solely addressed knowledge activation before reading, while 65 of the techniques included a prereading prompt, even if it was combined with during or after reading activation."

Discussion¶

Related Claims¶

• Advance organizers aided learning in a 1980 meta-analysis, but activating prior topic knowledge did not improve primary pupils' text comprehension in one experiment — related