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Failure to engage with informational texts is a problem frequently noted at the high school
level, at which students are expected to read independently. As a means of addressing this
issue, a prior knowledge activation strategy (PKA) was taught to ninth-grade students in which
they were encouraged to make spontaneous connections between their personal knowledge
and informational texts. Students who learned to use the PKA strategy consistently
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
outperformed students in a main idea (MI) treatment group and those in a no-instruction
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Students frequently have difficulty reading and learning to the traditional notion of "referential meaning" located
from informational texts (Applebee, Langer, & Mullis, within texts. Constructivist views are consistent with a
1989; Armbruster et al., 1990), a significant problem during wealth of cognitive research demonstrating that prior knowl-
the middle and secondary years when textbooks are a edge is a critical component of reading comprehension. For
primary source of information. Some education critics example, readers who possess high levels of knowledge
suggest that the difficulty may be a function of how students consistently exhibit better comprehension and retention than
are socialized to approach reading tasks within school readers with low levels of knowledge (e.g., Chiesi, Spilich,
contexts (Alvermann, 1986; Apple & Christian-Smith, 1991; & Voss, 1979; Langer, 1981; Pearson, Hanson, & Gordon,
Goodlad, 1984). In traditional school settings, students are 1979). Good and poor readers differ not only in the amount
encouraged to be collectors rather than creators of meaning of knowledge they have available but also in how and
during the reading process, in keeping with the long- whether they make use of their knowledge to facilitate
established "transmission model" of reading. According to comprehension. Good readers are more likely to use their
this model, text processing involves the transmission of prior knowledge throughout the reading process than less
meaning from the author to the reader via the text, which able readers (Bransford, Stein, Shelton, & Owings, 1981;
serves as a repository of knowledge from which information Oakhill, 1984). When less capable readers are prompted to
is extracted and passed along unchanged (Smith, 1985; use their prior knowledge, however, their performance
Straw & Sadowy, 1990). Students' own knowledge, attitudes, improves and more closely resembles that of good readers
and experiences have a limited role in the reading process (Recht & Leslie, 1988).
and may even be seen as interfering with comprehension.
When research findings on prior knowledge activation are
The assumptions of this transmission model of reading— operationalized for practical classroom reading instruction,
that the text contains a static message and that the reader is a they often take the form of teacher-directed prereading
passive receptor of information—have clearly been chal- strategies designed to help students activate or build back-
lenged by more recent constructivist models (Spiro, 1980; ground knowledge (Graves, Cooke, & Laberge, 1983;
Spivey, 1987,1990,1997). Spivey (1995) suggested that the Langer, 1984; McCormick, 1989). These prereading strate-
reader draws on a number of knowledge sources (e.g., gies usually focus on helping students make connections
rhetorical knowledge, background knowledge and experi- between their existing domain knowledge and new informa-
ences, and cultural knowledge) to build meaning from a text. tion to be read in a text. Another body of literature
This active negotiation between the reader and the text demonstrates that inserting elaborative questions within
results in a "constructed meaning" that is in direct contrast factual expository material promotes recall (for a review, see
Pressley, Wood, et al., 1992). In addition, asking students to
generate questions during reading has proven beneficial for
Hiller A. Spires and Jan Donley, Department of Curriculum and various kinds of learning. These types of interventions have
Instruction, North Carolina State University. proven successful with respect to student learning of text;
Correspondence concerning this article should be addressed to however, they typically rely on external prompts (either
Hiller A. Spires, Department of Curriculum and Instruction, directly from the teacher or embedded within the text) and
College of Education and Psychology, North Carolina State
University, 602 Poe Hall, Campus Box 7801, Raleigh, North may not help students independently activate their prior
Carolina 27695-7801. Electronic mail may be sent to knowledge during reading (Woloshyn, Paivio, & Pressley,
hiller@poe.coe.ncsu.edu. 1994). Although there is literature to support the effective-
249
250 SPIRES AND DONLEY
ness of student-generated questions (e.g., see Wong, 1985, If the act of reading involves constructive processes, as
and King, 1989,1992) during reading, the types of questions many attest, then it is reasonable to expect reader response
that are encouraged are typically specific to a particular pedagogies to have some beneficial effects for informational
domain of knowledge and may or may not tap students' texts in addition to literary texts. The shift in focus in
personal knowledge. contemporary education from fact gathering to constructed
Whereas cognitive studies often focus on the role of meaning suggests the need to broaden pedagogy to help
domain knowledge, another body of constructivist literature, students take advantage of the full continuum of response.
related to reader response theories, argues for the important Broadening the range of responses to informational text to
role of readers' personal knowledge and experiences. Deem- include the aesthetic or personal seems particularly advanta-
phasizing critical authority and teacher transmission of geous at secondary levels because of the unique developmen-
literary knowledge, reader response theories describe read- tal characteristics of adolescents: their essentially egocentric
ing as an active as well as intensely personal process. From view of the world (Elkind, 1970) and corresponding preoccu-
this perspective, prior knowledge includes not only the topic pation with issues that relate directly to their personal lives
knowledge readers have accumulated but also their personal (e.g., relationships, love, and work). Giving students permis-
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
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knowledge: the spontaneous and idiosyncratic associations sion to bring their personal knowledge into the school
with personal experience prompted by the text (Rosenblatt, context helps them establish the relevance of academic texts
1978, 1983; Fish, 1980; Iser, 1978; Bleich, 1975). The to their own interests and purposes and has motivational
function of personal knowledge is illustrated by Rosenblatt's benefits for students in the middle and high school years
transactional theory, which suggests that, within any reading (Donley, 1991; Marshall, 1989; Probst, 1984). Actually
experience, a reader's stance may fluctuate along a con- encouraging students to view informational reading through
tinuum between "aesthetic" and "efferent." A reader taking the lens of personal experience and exploration may help
an aesthetic stance brings his or her own personal meaning students construct a more lively and engaging relationship
to the text, in effect "living through" the textual event. with the text, which in turn may help them attend to and
Rosenblatt argues that, to optimally experience literary texts, possibly persist with the reading task.
students should take an aesthetic stance when reading, and
In sum, we believe that "resocializing" students to
reader response pedagogies were designed to encourage this
consider their own personal knowledge relevant to the
type of personal engagement.
learning experience is likely to have both a cognitive impact
In contrast, when adopting an efferent stance, the reader's and an affective impact on learning. This assertion has been
"attention is centered predominantly on what is to be carried validated in conjunction with literary texts through a variety
away or retained after the reading event" (Rosenblatt, 1989, of descriptive and quasi-experimental studies. Conspicu-
p. 159). Meaning in informational texts is usually regarded ously absent from the literature, however, are experimen-
as more obvious, more straightforward, and less open to tally controlled studies attempting to apply reader response
idiosyncratic connections on the part of the reader. The pedagogies to informational texts to determine whether
text-driven, outcome-oriented efferent stance is typically cognitive and affective benefits might be achieved. We
assumed to be more appropriate for informational texts; therefore designed a strategy for reading informational texts
therefore, by default, these texts appear to fall outside the that invites students to acknowledge and build on the full
purview of reader response theory. range of their prior knowledge, from personal to domain
This dismissal of informational text as requiring less specific. The strategy differs from those used in previous
personal engagement on the part of the reader is unfortunate, prior knowledge studies in that it gives the reader control
not only because it is inconsistent with broader constructiv- over the conditions of prior knowledge activation (i.e.,
ist assumptions but also because it has led to a potentially which knowledge and at what point in the text). The two
valuable instructional approach being overlooked. In some experimental studies reported here tested the hypothesis that
instances, reader response approaches have promoted more instruction in this prior knowledge activation strategy would
higher level learning than traditional instruction in conjunc- enhance ninth-grade students' comprehension of informa-
tion with the reading of literature (for a review, see Beach & tional as well as literary texts. This approach was compared
Hynds, 1991). For example, Beach (1990) found that the with a more traditional text-based strategy in which the
amount and degree of students' autobiographical elabora- focus was on identifying important factual information
tions were highly correlated with the amount and degree of during reading, similar to an efferent reading stance. Both
higher level interpretations of short stories, Petrosky's treatment groups were compared with a control group
(1981) study produced a similar result with autobiographical answering study questions after reading.
elaborations of novels. When comparing aesthetic and
efferent responses to literature, Many (1990, 1991) found
that aesthetic responses included higher levels of understand- Experiment 1
ing of literature in terms of students' use of inferences,
analogies, and abstract generalizations. Similarly, Cox and Method
Many (1992a, 1992b) found that aesthetic responses in-
cluded creativity and variation, whereas efferent responses Participants
consisted of the labeling of literary elements with few The participants were 112 ninth graders who were enrolled in six
elaborative references to the story. different classes of a required social studies course in an urban high
PRIOR KNOWLEDGE ACTIVATION 251
school in the Southeast. The classes were identified for participa- (MI), or a no-instruction control group. All participants took part in
tion through teacher volunteers. From the six classes, equal six 45-min instructional sessions followed by four 45-min testing
numbers of high, average, and low readers, as measured by the sessions (three immediate testing sessions [Test 1, Test 2, and
comprehension subtest of the California Achievement Test (CAT, transfer test] and one delayed testing session 4 weeks later). Three
1992), were randomly assigned to three treatment groups through researchers who served as instructors were randomly assigned to
stratified random sampling. treatment groups.
Instructional treatments. Both the PKA and MI groups re-
ceived instruction in their respective strategies according to a
Materials model of explicit instruction (Pearson & Gallagher, 1983) in which
responsibility for strategy completion is gradually shifted from
Passages were selected from social studies textbooks in an teacher to student. This model of instruction, based on Vygotsky's
attempt to provide some level of ecological validity of instructional (1978) developmental theory, has been used successfully to support
and testing materials and to increase the opportunity for transfer to other strategy instruction such as reciprocal teaching (Palincsar &
authentic academic reading tasks. The reading material used during Brown, 1984), transactional comprehension instruction (Pressley,
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
instruction was limited to a chapter from the students' social studies Schuder, et al., 1992), and note-taking instruction (Spires, 1993).
This document is copyrighted by the American Psychological Association or one of its allied publishers.
textbook that had not yet been covered in class. Test materials Vygotsky posited that the process of expanding cognition is best
consisted of three passages from a comparable ninth-grade social achieved through social interactions or "shared meaning" between
studies text (see Appendix for sample materials). Test passages an instructor and learner. Over time, the cognitive processes of the
were designed by reducing portions of chapters to approximately instructor are internalized by the learner and reappear in the
1,200 words in length; all original subheadings and markers were learner's thinking. Wood, Bruner, and Ross (1976) referred to this
kept intact. The social studies passages included topics on the same instructional process as "scaffolding" by connoting the idea
family, ecology, and equal rights. In addition, "The Open Win- of the instructor providing a support (i.e., scaffold) for the learner
dow," a short story by Saki (1958), was included in its entirety as a until the learner is capable of operating at a higher level without
fourth passage to compare the relative effectiveness of strategies support. Metaphorically, the scaffold is removed and the learner
with literary texts. Although this type of strategy has already functions independently at a new level of cognition. This is also
proven effective with literary texts, we decided to include a similar to the well-established concept that higher cognitive
narrative passage as a point of comparison within the context of our functioning moves from the interpsychological (i.e., between-
particular study. Because narrative comparison was not the primary persons) plane to the intrapsychological (i.e., within-person) plane
focus of our study, we decided to use only one short story so as not (Wertsch, 1978).
to overtax students during the testing phase. Explicit instruction in this study involved the following compo-
For each passage, a comprehension test was developed that nents: (a) rationale and explanation of the strategy, (b) teacher
included both literal and application-level questions. For each of modeling of the strategy, (c) teacher and student collaborative work
the three social studies passages, 10 multiple-choice questions were with the strategy, (d) teacher and peer feedback on the use of the
developed to test literal comprehension. Multiple-choice questions strategy, and (e) independent use of the strategy. The gradual shift
were used to test literal comprehension because this format readily of responsibility from the instructor to the student for strategy
lends itself to tests of reliability. In addition, 10 application-level completion occurs between the steps of teacher modeling and
questions, 5 open-ended and 5 multiple choice, were developed to independent use of the strategy.
determine whether the reader could go beyond information in the Both treatment groups followed the model of explicit instruc-
passage to generate appropriate answers. For example, in one of the tion. In both groups, the teachers began instruction by providing an
open-ended application questions for the passage on equal rights, extensive rationale for why the strategy would be useful to the
students were asked "Do you think new laws are needed to ensure students and how it would help them comprehend written texts
equal rights for all Americans? Why or why not?" The issue of more successfully. Teachers then began modeling the use of the
additional laws was not addressed explicitly in the passage; strategies and verbalizing their thinking as they executed their
therefore, students had to use their own background knowledge and respective tasks. For example, the PKA instructors read aloud a
ideas to formulate a response. For the narrative passage, 6 literal portion of the text and then modeled oral elaborations by directly
multiple-choice questions and 6 open-ended application-level relating an idea in the text to personal knowledge they already
questions were designed. No multiple-choice application questions possessed; the information could be related to personal thoughts
were included. and experiences of the reader or other subject domains. No initial
All passages and corresponding tests were critiqued by three judgments were made about the quality or appropriateness of the
social studies teachers and one reading specialist to establish oral elaborations that the reader generated. The important goal was
content validity. Materials and procedures then were pilot tested on that of having the students make some type of connection. If the
two sections of social studies classes that were not participating in connection between the elaboration and the text was not readily
the study. The Kuder-Richardson 20 formula was used to estimate apparent, the teacher would follow up with "Can you explain why
internal consistency for the literal multiple-choice tests. This that portion of the text reminded you of that specific experience or
procedure yielded the following reliability coefficients; .79 (fam- information?" This helped the student reflect on the quality of the
ily), .85 (ecology), .80 (short story), and .83 (equal rights). connection that was being made. Often students would decide for
themselves that there was not a strong connection and then elect to
revise their elaboration. This type of prompting was based on
Procedure research showing that students who activate prior knowledge by
addressing "why" questions are better able to learn written
Individual participants from six different sections of the same materials (for a review, see Pressley, Wood, et al., 1992).
social studies class were randomly assigned to one of three groups: The MI instructors read aloud portions of the text and then
prior knowledge activation strategy (PKA), main idea strategy verbalized their thinking as they took notes in a split-page
252 SPIRES AND DONLEY
note-taking format (see Spires & Stone, 1989). The modeling Those students who missed more than 1 day of training or who
process included writing notes on an overhead screen while were absent during any of the testing sessions were excluded from
verbally explaining how and why certain information was targeted the study, which left a total of 79 participants for the data analysis.
as main points and other information as corresponding details. In The high attrition rate was a result of students from all three groups
addition, the instructors provided rationales for why they chose to missing part of the instruction because they were absent the entire
omit certain points from their notes and for why they combined school day or were called out of class for photograph sessions.
others.
The teachers in both instructional treatments then provided
opportunities for guided practice in which teachers and students Results and Discussion
worked jointly to complete their respective tasks. During the
guided practice phase, students also worked in small groups and A one-way multivariate analysis of covariance (MANCOVA)
then received feedback from both teachers and peers. Over the 6 was conducted across treatment groups, with reading ability
days of instruction, teachers gradually released the responsibility (i.e., CAT comprehension subtest score, with 100 points the
for task completion to the student, and by the end of the maximum) as a covariate. The mean scores of the three
instructional phase students were operating at an independent level groups (i.e., control group, M - 75.68, SD = 28.06; MI
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
This document is copyrighted by the American Psychological Association or one of its allied publishers.
with their respective strategies. For example, by the last 2 days of group, Af = 71.89.SZJ = 21.27;andPKAgroup,M - 66.91,
instruction, PKA students were writing their elaborations spontane- SD = 29.46) represented average to slightly above-average
ously and independently out to the side of the text, and MI students Grade 9 scores relative to national norms. A covariate was
were writing main ideas and supporting details in a split-page used because despite random assignment of individual
note-taking format (see Tables 1 and 2 for examples). students to treatments, there was a marginally significant
Control treatment. The control group worked with the same difference across groups on this variable (p < .09). Results
reading materials as the experimental groups for both instruction
are summarized in Tables 4 and 5.
and testing. The instructional phase consisted of having students
read a designated portion of the text and then answer corresponding The Wilks's lambda statistic was used as the multivariate
questions at the end of the chapter. At the end of each session, the test of criteria. The overall value of this statistic showed a
instructor provided students with feedback on correct answers. The significant main effect for treatment group, F(16, 136) =
rationale presented to the students was that engaging in sustained 4.01,/? = .0001.
silent reading over a period of time would provide them with
reading practice that, it was hoped, would affect their reading
performance. Literal-Level Comprehension
Univariate F tests (with CAT scores as a covariate)
Testing Procedure and Scoring yielded a significant main effect for group on literal compre-
hension for one of the four tests, Test 2, F(2,75) = 4.47, p =
Testing began on Day 7, after the instructional component of the .01. Means and standard deviations are shown in Table 4.
study had been completed. The dependent measures used for With the Kramer adjustment of Tukey's honestly significant
testing consisted of three immediate measures and one delayed difference (HSD) procedure on the adjusted means, the MI
measure. For the first two measures, students read informational group outperformed both the PKA and control groups; there
passages and completed comprehension tests. The third measure was no difference between the PKA and control groups.
was used in conjunction with a short story to assess the transfer
There was also a marginally significant effect on the literal
effects of strategy training to narrative prose. The delayed measure,
consisting of an informational passage and corresponding test, was component of the delayed measure, F(2, 75) - 2.70, p =
administered 4 weeks after instruction to assess the degree to which .07. The MI group outperformed both the PKA and control
students continued to benefit from the strategy instruction. groups, whereas no difference existed between the PKA and
For each of the four tests, students were instructed to use the control groups.
reading strategies they had learned while reading a passage within a
20-min time limit, After students had finished reading, the instruc-
tor collected the passage and distributed the test. Students were Application-Level Comprehension
allowed the remaining 30 min of the class period to complete the
test. Those who finished early were encouraged to proofread their Univariate F tests (with CAT scores as a covariate)
tests. yielded a significant effect on both the open-ended and
Each test consisted of 10 literal-level questions, with the multiple-choice formats for the application measures. Means
exception of the narrative test, which included only 6 questions. All and standard deviations are shown in Table 5. Significant
literal questions were presented in a multiple-choice format. results were observed on all four open-ended measures: Test
Application questions consisted of 5 open-ended and 5 multiple- 1,F(2,75) = 10.12,/> = .000; Test 2, F(2,75) = 13.35, p =
choice items, with the exception of the narrative test, which had no .0001; transfer test, F(2, 75) = 4.69, p - .01; and delayed
multiple-choice questions and 6 open-ended questions. test, F(2, 75) = 8.47,/? = .005. With the Kramer adjustment
Answers to the open-ended questions were scored by two raters
of Tukey's HSD procedure on the adjusted means, the PKA
based on idea units described in Swarts, Flower, and Hayes (1984);
raters used criteria that targeted both the quality and quantity of group outperformed both the MI and control groups on all
student elaborations. For each open-ended question, students could dependent measures. No differences were observed between
score between 0 and 3 points. Interrater reliability ranged from .80 the MI and control groups on Test 1, the transfer test, or the
to 1.00 for each of these questions (see Table 3 for an example of delayed test; however, the control group scored higher than
scoring). the MI group on Test 2.
PRIOR KNOWLEDGE ACTIVATION 253
Table 1
Samples of Text and Corresponding Student Responses From the Prior Knowledge Activation Group
Text Response
The family
The family is a group of people who are united by ties of mar- Fact is that some people just don't live in a fairy-tale life like
riage, blood or adoption. The family provides the basic needs that Many Americans don't care one way or the other about
of food, clothing, shelter, and affection for all of its members. their families, (personal knowledge)
The family usually is the first group to which a person belongs.
Infants are loved and cared for in their families. As they grow,
children are taught certain skills, values, and traditions.
The changing family
The people who settled America believed in strong family ties The Pilgrims settled in America. They got their large families
and the importance of a good family life. Many families, for together for a big meal and started Thanksgiving, (subject
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
example, were large and included grandparents and other rela- knowledge)
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Each child was a welcome addition to the family, for there was This made me think of Little House on the Prairie because that's
plenty of work to be done on the farm. Older boys worked how it goes there. The boys work on the farm and the girls
with their father. They learned how to plow the soil, plant work inside, (personal-subject knowledge)
seeds, and harvest the crops. They also learned to care for the
animals, repair barns and fences, and do the many other chores
necessary on a farm. The mother taught the daughters to sew
and cook, make soap, and do the other household chores that
kept the family going.
The move to cities
During the 1800's, American life began to change fairly rapidly.
One hundred years ago, seven of every ten Americans lived on
farms or in rural areas. Today only one in four Americans lives
in a rural area. This change came about because of the remark-
able progress in science and technology that took place during
the past hundred years.
Americans soon found use for the new discoveries and inven- The light bulb and electricity were some of these new inventions,
tions. These led to the building of large factories in many (subject knowledge)
urban, or city areas. The factories needed many workers. At the
same time, the development of better farm machinery meant
that fewer people were needed to work on the farms. Farm
families began to move to urban areas to seek jobs in the facto-
ries. This movement of Americans away from the farms to the
cities resulted in changes in family life.
The family was once the main influence in the lives of children.
Many other influences also have become important for chil-
dren today. Schools have taken on part of a child's education
that was once thought only the job of the family. Television,
too, has become an important influence in the lives of the
young.
Two other trends in the American way of life have been putting My friend Julie's recently divorced. This has put a lot of emo-
stress on the family. One is the increase in the divorce rate. tional stress on her. (personal knowledge)
The other trend is the increase in the number of families in
which both parents work. This brings up the problem of who is
to take care of the children.
Note. Text excerpts are from American Civics (Constitution edition), by W. H. Hartley and W. S. Vincent, 1987, Orlando, FL: Harcourt
Brace. Copyright 1987 by Harcourt Brace. Adapted with permission of the publisher.
254 SPIRES AND DONLEY
Farm family was basic work unit in addition, we decided that our research design might be
This document is copyrighted by the American Psychological Association or one of its allied publishers.
Participants and Materials All other dependent measures were scored in the same manner as in
This document is copyrighted by the American Psychological Association or one of its allied publishers.
1! Attitude Assessment
A one-way analysis of variance revealed significant
differences between groups, F(3,150) = 21.63,p = .001, on
o
to —_ t^
8," the Rhody Secondary Reading Attitude Assessment instru-
r^ cd as ment. With the Kramer adjustment of lYikey's HSD proce-
dure, the PKA and MI-PKA groups' attitude scores were
significantly higher than those of the control and MI groups
(i.e., there were more positive attitudes toward reading).
There were no differences between the PKA and MI-PKA
,« groups or between the control and MI groups. Means and
.3 standard deviations are shown in Table 8.
Experiment 2 confirmed the effects observed on applica-
I "+ SO Os
Os SO <N
od so d
tion measures in Experiment 1, but yielded fewer differences
on the literal measures. Significant results emerged on the
application measures in the PKA group, as well as the
MI-PKA group. The MI-PKA group performed similarly to
3 the PKA group across all application measures and outper-
I •05
formed both the control group and the MI group on the
immediate application measures. The reason that the MI-
od sd d
PKA group was less consistently superior to the MI and
control groups for the transfer and delayed open-ended
u
y 5 application measures may have been that these participants
S
XI
o
<0 5 received less overall instructional time with the PKA
strategy. The effects of less instructional time would be more
"E.
B
3
CO
odd
11 likely to surface on the measures that involved test passages
that were dissimilar to those used during instruction (i.e.,
transfer measure) or were separated in time from the
1
•a
ha>-o
instruction (i.e., delayed measure). However, that the MI-
PKA group's performance closely resembled the PKA
group's performance suggests that the addition of the MI
T3
a
u
strategy does not interfere with students' ability to perform
at the application level. What is clear from these results is
•I. o
O
to
00
that the groups that did not receive PKA strategy instruction
d "05 «5 were at a distinct disadvantage on application-level ques-
•S tions, regardless of question format (i.e., open ended or
I multiple choice).
The transfer test attempted to measure how well the
strategy could be used with narrative prose even though the
m || w
instruction had been administered with informational prose.
B II S^ On the basis of the results of both studies, it appears that the
a strategy will transfer to a different text domain. The delayed
2 o35 measure, which was administered 4 weeks later, attempted
•fii S to measure how well students would retain the strategy over
5S a period of time. In both studies, the groups that used the
PRIOR KNOWLEDGE ACTIVATION 257
Table 6
Means and Standard Deviations for Literal Comprehension Measures: Experiment 2
Testl Test 2 Transfer test Delayed test
Adjusted Adjusted Adjusted Adjusted
Group M SD M M SD M M SD M M SD M
Control (n = 39) 8.23 2.03 8.72 8.45 1.66 8.74 4.24 1.57 4.63 5.46 2.12 5.76
Main idea (n = 43) 8.38 1.77 8.51 8.95 1.60 9.01 4.33 1.72 4.46 7.05 1.67 7.05
Prior knowledge (n - 4 4 ) 8.34 1.88 8.29 8.63 1.83 8.74 4.29 1.91 4.30 7.22 2.21 7.08
Main idea-prior
knowledge (n = 35) 8.34 1.89 8.01 9.00 1.48 8.73 4.63 1.46 4.32 8.00 1.44 111
Note. Ten points were possible for Test 1, Test 2, and the delayed test. Six points were possible for the transfer test.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
This document is copyrighted by the American Psychological Association or one of its allied publishers.
PKA strategy generally performed better on this measure. consistent with previous cognitive strategy research demon-
That is, the strategy was effective apart from initial instruc- strating that when students make elaborations to connect
tion, and to some degree students seem to have internalized their prior knowledge with text information, higher level
the strategy. comprehension is enhanced (e.g., Ballstaedt & Mandl,
Students in the PKA and MI-PKA groups had more 1984). However, some elaboration studies have demon-
positive attitudes toward reading than the other groups. strated that these types of elaborations during reading
Perhaps this was because the PKA strategy allowed students enhance recall of literal information as well, although our
to use their personal knowledge and have a voice in the text. study did not find effects at the literal level (with the
It is possible that they began to view reading as a process exception of the delayed measure in Experiment 2). For
that was personally relevant to them, and thus their attitudes example, Reeder, McCormick, and Esselman (1987) found
were positively affected. This possibility is consistent with that students who used self-referent processing exhibited
Hynds's (1989) demonstration of a connection between better recall of a text that contained a personality description
positive attitudes toward reading and degree of interpersonal than students using other types of processing. This self-
knowledge brought to the reading of narrative prose. referent processing is similar to the personal connections
students in the PKA condition made to the texts in our
General Discussion studies, but the texts in the studies were quite different. The
short personality descriptions used in the Reeder et al. study
First, the PKA strategy helped students with the process of may have more easily provided a direct correspondence to
responding to application-level questions structured in both the literal-level processing in which students were asked to
multiple-choice and open-ended formats; results across engage.
studies were fairly consistent on these measures. Second, the
PKA strategy generally did not benefit students in terms of Our results are also consistent with previous reader
answering literal-level questions, with the exception of the response research in that personal connections during read-
delayed measure in Experiment 2. Third, students who ing fostered higher level thinking about text. This study was
learned to use the PKA strategy, whether alone or combined unique, however, in focusing on informational texts rather
with the MI strategy, demonstrated a more positive attitude than narrative texts. An aesthetic approach to reading
toward reading in general. textbooks as a means of encouraging students to go beyond
The noteworthy trends in these studies have implications the literal meaning of the text seems viable on the basis of
for both cognitive strategy research related to prior knowl- the outcomes obtained here.
edge and learning and research related to reader response One potential reason for the more positive attitudes
theories. These results are consistent with previous demon- exhibited by the PKA group is that the inclusion of personal
strations indicating that activation of student knowledge knowledge is inherently more motivating than the relatively
enhances comprehension (Langer, 1981; McCormick, 1989; low-interest task of extracting main ideas. This is significant
Oakhill, 1984). This study was unique, however, in focusing given the positive role of intrinsic interest in supporting
on activation of prior knowledge during reading. Having cognitive engagement with learning (Schiefele, 1991).
students activate prior knowledge throughout reading fos- Students were "resocialized," within the context of our
tered a specific type of comprehension in this study, namely studies, to believe that going beyond the text with then-
application-level thinking. This study also was unique in that personal thoughts was not only appropriate but highly
prior knowledge activation was stimulated not simply by valued by both teacher and peers. As a result, readers'
domain-specific knowledge but by the combination of personal knowledge was not only legitimized but actually
personal and domain-specific knowledge, thus suggesting privileged within the instructional context. If efforts are to be
that students' spontaneous and idiosyncratic connections to made to create serious conditions that enable students to
informational text can enhance their ability to think beyond have meaningful learning experiences with informational
the text. texts, then the notion of text engagement must be expanded
The positive benefits of the PKA strategy are also from simply a cognitive construct to one that includes values
258 SPIRES AND DONLEY
Table 8
Means and Standard Deviations for Attitude Assessment
Measures: Experiment 2
Group M SD
Control (n = 36) 75.36 13.17
(S CS "* Main idea (« = 42) 79.95 13.83
a Prior knowledge (« = 40) 93.20 13.70
f""-
O <N ^
^
\£) \Q OO
ft
a Main idea-prior knowledge (n = 35) 100.58 11.75
Note. One hundred twenty-five points were possible for the
s attitude survey.
s
,8
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
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i r^ r-" o\
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Appendix
Multiple-Choice Application
(Hartley & Vincent, 1987)
Choose the answer that provides the best interpretation of the
The world around us is our environment. It is made up of a layer following fictional newspaper headlines. Use the information from
of air, water covering three-fourths of the surface of the globe, and the passage as well as your own ideas.
soil. We depend upon the environment for food, clothing and 1. October 2, 2010: "Diminishing Supply of Green Plants
shelter. Every part of this environment is important to us Alarms Ecologists"
This could be alarming because
Sample Test Questions
a. plants release oxygen back into the atmosphere
Literal Comprehension b. plants take in oxygen from the atmosphere
c. plants release carbon back into the atmosphere
1. Another name for the total world in which we live is
d. plants take in smog from the atmosphere
a. ecology
b. balance of nature
c. environment
d. renewable resource
Open-Ended Application
Received September 30,1996
1. Describe several ways in which individual citizens can help Revision received December 1, 1997
protect our nation's environment. Accepted December 1,1997 •