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The Impact of Analogy and Content Knowledge on Reading Comprehension: What Helps, What Hurts
Author(s) -
Hammadou Joann
Publication year - 2000
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/0026-7902.00051
Subject(s) - analogy , reading comprehension , comprehension , reading (process) , recall , linguistics , psychology , computer science , content (measure theory) , cognitive psychology , mathematics , mathematical analysis , philosophy
Little research has been done comparing reading comprehension of analogies between first language (L1) and second language (L2) readers, despite the fact that many L1 reading experts believe that analogies facilitate reading comprehension. This article explores the impact of analogies and prior content knowledge on reading comprehension of expository texts by both L1 and L2 readers. Written recall protocols from approximately 163 participants were analyzed for 2 texts. Readers were university students of either French or English as a foreign language and were categorized according to level of proficiency and amount of prior content knowledge. Participants read either an analogy or nonanalogy version of 2 separate passages in either their L1 or L2. Analogy had a debilitating effect on comprehension regardless of learner group on the 1st text and no significant effect on the 2nd text. Level of proficiency and prior content knowledge were significantly related to reading comprehension.