Fostering reading comprehension of expository texts through the activation of readers' prior knowledge and inference-making skills

摘要: Abstract The importance of being able to critically read expository texts cannot be overstated. It is, therefore, fundamental identify evidence-based classroom practices that can help one with this. Among higher-order skills, prior knowledge and inferences are considered the most important predictors reading comprehension. Unfortunately, however, few comprehension interventions specifically address multidimensional nature inference-making skills. In this study, an intervention designed activate during was used test skills metacognition. One hundred sixty-six secondary schools students participated in study. Both control experimental groups had improved comprehension, however based on activation resulted better metacognitive processes.