The DOI matches its Crossref record; 95 of the 97 references it cites were found in a registry or an index.
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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“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)
In the citing paper
“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)
Citations
Cites
Categorization and Representation of Physics Problems by Experts and Novices*
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Cognitive Skills and Their Acquisition
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(2019) · Routledge eBooks · doi:10.4324/9781315864341 · Cited by 2,538
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Research works printed but not linked: 24
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Cited by
Sorted by citations
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993) · Review of Educational Research · doi:10.3102/00346543063002167 · Cited by 2,222
When is an illustration worth ten thousand words?
Mayer, R. E., & Gallini, J. K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.715 · Cited by 1,051
Handbook of Research on Learning and Instruction
Mayer, R. E., & Alexander, P. A. (2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 969
Metadata
- 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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