A Cross-Cultural Perspective on Reading Comprehension
Open accessAbstract
Subjects from the United States and India read letters about an Indian and an American wedding and recalled them following interpolated tasks.Subjects read the native passage more rapidly, recalled a larger amount of information from the native passage, produced more culturally appropriate elaborations of the native passage, and produced more culturally based distortions of the foreign passage.Whether recalling the native or foreign passage, subjects recalled more of the text elements rated as important by other subjects with the same cultural heritage.The results were interpreted as showing the pervasive influence on comprehension and memory of schemata embodying knowledge of the content of a discourse.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
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?
Prior studies have reported positive effects of cultural familiarity on reading comprehension.
“Several studies have reported positive effects of cultural familiarity on reading comprehension (Alptekin, 2006;Steffensen, Joag-Dev, & Anderson, 1979) and vocabulary learning (Pulido, 2003(Pulido, , 2004)).”
From The effects of cultural familiarity on reading comprehension (2009) · cites this paper as Steffensen, Joag-Dev, & Anderson, 1979
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
No references could be resolved yet.
Part of this paper’s reference list could not be split into single entries.
Research works printed but not linked: 14
- Anderson, R. C. Schema-directed processes in language comprehension. In A. Lesgold, J. Pelligreno, S. Fokkema, and R. Glaser (Eds.), Cognitive psychology and instruction. New York: Plenum, 1978, in press.
- Anderson, R. C. The notion of schemata and the educational enterprise. In R. C. Anderson, R. J. Spiro, and W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum, 1977.
- Anderson, R. C., & Pichert, J. W. Recall of previously unrecallable information following a shift in perspective. Journal of Verbal Learning and Verbal Behavior, 1978, 17, 1-12.
- Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. Frame- works for comprehending discourse. American Educational Research Journal, 1977, 14, 367-382.
- Anderson, R. C., Spiro, R. J., & Anderson, M. C. Schemata as scaffolding for the representation of information in connected discourse. American Educational Research Journal, 1978, in press.
- Bartlett, F. C. Remembering. Cambridge: The University Press, 1932.
- Kintsch, W., & Greene, E. The role of culture-specific schemata in the comprehension and recall of stories. Discourse Processes, 1978, 1, 1-13.
- Mandler, J. M., & Johnson, N. S. Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 1977, 9, 111-151.
- Rumelhart, D. E. Notes on a schema for stories. In D. G. Bobrow and A. Collins (Eds.), Representation and understanding: Studies in cognitive science. New York: Academic Press, 1975.
- Rumelhart, D. E. Toward an interactive model of reading. In S. Dornic (Ed.), Attention and Performance VI. Hillsdale, N.J.: Erlbaum, 1977.
- Spiro, R. J. Constructing a theory of reconstructive memory: The "State of the Schema" approach. In R. C. Anderson, R. J. Spiro, and W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum, 1977.
- Swinney, D. A., & Hakes, D. T. Effects of prior context on lexical access during sentence comprehension. Journal of Verbal Learning and Verbal Behavior, 1976, 15, 681-689.
- Watts, G. H., & Anderson, R. C. Effects of three types of inserted questions on learning from prose. Journal of Educational Psychology, 1971, 62, 387-394.
- Zangwill, 0. L. Remembering revisited. Quarterly Journal of Experimental Psychology, 1972, 24, 123-138. *No. : Halff, H. M. Graphical Evaluation of Hierarchical Clustering Schemes, October 1975. (ERIC Document Reproduction Service No. ED 134 926, llp., HC-$1.67, MF-$.83) *No. 2: Spiro, R. J. Inferential Reconstruction in Memory for Connected Dis- course, October 1975. (ERIC Document Reproduction Service No. ED 136 187, 81p., HC-$4.67, MF-$.83) *No. 3: Goetz, E. T. Sentences in Lists and in Connected Discourse, November 1975. (ERIC Document Reproduction Service No. ED 134 927, 75p., HC-$3.50, MF-$.83) *No. 4: Alessi, S. M., Anderson, T. H., & Biddle, W. B. Hardware and Software Considerations in Computer Based Course Management, November 1975. (ERIC Document Reproduction Service No. ED 134 928, 21p., HC-$1.67, MF-$.83) *No. 5: Schallert, D. L. Improving Memory for Prose: The Relationship Between Depth of Processing and Context, November 1975. (ERIC Document Reproduction Service No. ED 134 929, 37p., HC-$2.06, MF-$.83) *No. 6: Anderson, R. C., Goetz, E. T., Pichert, J. W., & Halff, H. M. Two Faces of the Conceptual Peg Hypothesis, January 1976. (ERIC Document Reproduction Service No. ED 134 930, 29p., HC-$2.06, MF-$.83) *No. 7: Ortony, A. Names, Descriptions, and Pragmatics, February 1976. (ERIC Document Reproduction Service No. ED 134 931, 25p., HC-$1.67, MF-$.83) *No. 8: Mason, J. M. Questioning the Notion of Independent Processing Stages in Reading, February 1976. (Journal of Educational Psychology, 1977, 69, 288-297) *No.
Cited by
Sorted by citations
Multiple code activation in word recognition: evidence from rhyme monitoring
Donnenwerth-Nolan, S., Tanenhaus, M. K., & Seidenberg, M. S. (1981) · Journal of Experimental Psychology: Human Learning and Memory · doi:10.1037/0278-7393.7.3.170 · Cited by 147 · see citing works
The effects of cultural familiarity on reading comprehension
Erten, İ. H., & Razı, S. (2009) · Reading in a Foreign Language · doi:10.64152/10125/66632 · Cited by 93 · see citing works
“Several studies have reported positive effects of cultural familiarity on reading comprehension (Alptekin, 2006; Steffensen, Joag-Dev, & Anderson, 1979 ) and vocabulary learning (Pulido, 2003, 2004).”
BackgroundResult
- Authors
- Steffensen, M. S., Joag-Dev, C., & Anderson, R. C.
- Venue
- Reading Research Quarterly
- Publisher
- JSTOR
- Published
- 1979
- Volume
- 15
- Issue
- 1
- Pages
- 10
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2133817765
- Cited by
- 482
- References
- 0
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 4 · 2023: 4 · 2022: 6 · 2021: 10 · 2020: 9 · 2019: 3 · 2018: 5 · 2017: 7 · 2016: 8 · 2015: 10 · 2014: 12 · 2013: 12 · 2012: 16
- FWCI
- 26.12
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Reading Research Quarterly (publishedVersion)
- Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- reading comprehension, cross-cultural comparison, schema theory, memory retrieval, text comprehension, cultural background, elaboration
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
