The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Abstract
This paper presents the results of an extensive review of the literature that relates to the interaction of domain-specific and strategic knowledge on academic performance. Our objectives in this review were to: (a) provide a critical analysis of that literature, (b) present hypotheses about the interaction between domain-specific and strategic knowledge as presented in the research, and (c) offer recommendations for future investigations on the interaction of domain-specific and strategic knowledge.
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The ability to employ reading strategies is, to a large extent, dependent on knowing something about the subject.
“Moreover, young people will struggle to read complex disciplinary texts without some developed domain knowledge because, as Alexander and Judy (1988) argued, the ability to employ reading strategies is, to a large extent, dependent on knowing something about the subject.”
From Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (2008) · cites this paper as Alexander and Judy (1988)
Young people will struggle to read complex disciplinary texts without some developed domain knowledge.
“Moreover, young people will struggle to read complex disciplinary texts without some developed domain knowledge because, as Alexander and Judy (1988) argued, the ability to employ reading strategies is, to a large extent, dependent on knowing something about the subject.”
From Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (2008) · cites this paper as Alexander and Judy (1988)
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- Authors
- Alexander, P. A., & Judy, J. E.
- Affiliations
- Texas A&M University (US)
- California State Polytechnic University (US)
- Venue
- Review of Educational Research
- Published
- 1988-12
- Volume
- 58
- Issue
- 4
- Pages
- 375-404
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2144569783
- Cited by
- 728
- References
- 97
- Citations by year
- 2026: 9 · 2025: 11 · 2024: 12 · 2023: 95 · 2022: 20 · 2021: 13 · 2020: 18 · 2019: 16 · 2018: 21 · 2017: 19 · 2016: 53 · 2015: 23 · 2014: 14 · 2013: 22 · 2012: 21
- FWCI
- 22.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- domain knowledge, strategic knowledge, academic performance, metacognition, knowledge interaction, learning strategies
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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.
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