The context-learning effect did not significantly interact with reading comprehension ability, though the trend favored more able readers¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 1984 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Learning from Context by Reading Comprehension Ability interaction fell short of significance in both analyses (.01 < p < .05 interview; .05 < p < .10 multiple choice), with the trend that more able subjects learned more from context. → Nagy 1984

Evidence¶

Nagy 1984¶

Nagy, William E.; Herman, Patricia A.; Anderson, Richard C.; Pearson, P. David. (1984). Learning Words from Context. Center for the Study of Reading, Technical Report No. 319, University of Illinois at Urbana-Champaign. https://eric.ed.gov/?id=ED248470

q3 · i? · causal · r2

Secondary analysis within the same 57-student within-subject regression design: the comprehension interaction was "not quite significant" in either analysis, with only a printed p-range and no effect size. The authors suggest a wider ability range might have strengthened it.

"The interaction of learning from context with the standardized measure of reading comprehension was not quite significant in either the interview analysis (.01 < p < .05) or the multiple choice analysis (.05 < p < .10), though as expected the trend was for more able subjects to learn more from context."

Discussion¶

Learner Variables¶

• Metacognition — moderator: an instructional effect differs with it
• Reading and Language — moderator: an instructional effect differs with it

Related Claims¶

• A self-explanation instruction during rereading improves monitoring accuracy for all readers above mere rereading (Experiment 2) — related
• Reading comprehension ability predicts monitoring accuracy after a single reading but not after rereading (Experiments 1 and 2) — related
• Working memory capacity predicts monitoring accuracy after a single reading but not after rereading, independently of comprehension ability (Experiment 2) — related
• Text cohesion interacts with background knowledge: low-knowledge readers benefit from high cohesion, high-knowledge readers from low cohesion (reverse cohesion effect) — related