Date of Award
Master of Science
Jason L. G. Braasch
In an effort to build upon research focusing on multiple-text comprehension, a meta-analysis was conducted with 24 studies to evaluate the relationships between prior knowledge and various aspects of comprehending, evaluating, attending to sources, and using multiple texts. Amongst the 63 effect sizes analyzed, prior knowledge--overall--was found to be a significant guiding contributor to various aspects of comprehension. Whereas prior knoweldge was a strong predictor for understanding semantic information and in integrating information across multiple texts, when considering evaluation and attention to sources, prior knowledge yielded a moderate effect. When considering various moderating factors involving different divisions of the type of dependent measures used across studies, no moderation occurred. This suggests a level of robustness in how constructs are being measured. Implications of results and opportunities for future direction are discussed.
Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Choukalas, Samantha Joy, "The Role of Prior Knowledge in Multiple Text Comprehension: A Meta-Analysis" (2020). Electronic Theses and Dissertations. 2119.