Prior knowledge and its activation in elementary classroom discourse
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Adequate prior knowledge of the text topic can facilitate basic reading comprehension, counter cohesion gaps, generate successful inferences and construct a situational model of text to support comprehension at higher levels.
“Adequate prior knowledge of the text topic can not only facilitate basic reading comprehension (Hattan and Alexander 2020) but also counter cohesion gaps in the text, generate successful inferences and construct a situational model of text to support comprehension at higher levels (Li 2017).”
From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Hattan and Alexander 2020
Cites
Prior knowledge, reading skill, and text cohesion in the comprehension of science texts
Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.04.003 · Cited by 428 · see citing works
Gurlitt, J., & Renkl, A. (2010) · Instructional Science · doi:10.1007/s11251-008-9090-5 · Cited by 103 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Hattan, C., Alexander, P. A., & Lupo, S. M. (2024) · Review of Educational Research · doi:10.3102/00346543221148478 · Cited by 90 · see citing works
Self-citationThe Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts
Zhong, Y., Davies, M., & Wilson, A. (2025) · European Journal of Education · doi:10.1111/ejed.12816 · Cited by 3 · see citing works
- Authors
- Hattan, C., & Alexander, P. A.
- Affiliations
- Illinois State University (US)
- University of Maryland, College Park (US)
- Corresponding author
- Hattan, Courtney
- Venue
- Reading and Writing
- Published
- 2020-02-10
- Volume
- 33
- Issue
- 6
- Pages
- 1617-1647
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W3006108455
- Cited by
- 29
- References
- 2
- Citations by year
- 2026: 6 · 2025: 5 · 2024: 7 · 2023: 6 · 2022: 3 · 2020: 2
- FWCI
- 4.15
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading and Writing (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- prior knowledge activation, classroom discourse, early reading instruction, teacher prompts, teacher-student relationship, student response
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
