Learning New Information from Text: The Role of Prior Knowledge and Reading Ability

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Abstract
This study was designed to examine children's ability to learn new information from textual materials. It investigated the extent to which equally intelligent average and poor readers could recognize and recall information from expository texts. Two types of explicit and four types of inferential information were tested through recognition items. Subjects recognized more explicit than inferential information, although some inference types were more difficult than others to recognize. In addition, the study examined the extent to which acquisition of new information was a function of prior knowledge. The probability of a correct response was computed for three different prior knowledge conditions: 1) correct, 2) wrong, or 3) unknown. This permitted investigation of the effect of prior knowledge on subjects' acquisition of new information, as well as subjects' ability to correct old information. Prior knowledge was a powerful factor in reading comprehension for both average and poor readers. Both groups were better at acquiring totally new information than at correcting old information that was inaccurate. Even when prior knowledge was contradicted by the text, subjects used it, rather than textual information, for item recognition. Only when they did not, or believed they did not, possess the necessary prior knowledge did they resort to text—with a consequent improvement in recognition.

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