ABSTRACT
Learning is frequently based on our ability to acquire information from what we read. Perhaps the most critical factor in the ability to acquire new information from texts is a reader’s prior knowledge. Indeed, both the amount of knowledge an individual has, and the accuracy of that knowledge are important factors influencing the success of the learning process. For this chapter, we have been tasked with the goal to discuss individual differences in readers’ prior knowledge in relation to the learning that occurs during reading. Thus, we review individual differences in prior knowledge and do so in a manner that would contribute to a deeper understanding of how the many faces of this construct influence reading comprehension. For that reason, we first discuss the nature, representation, and characteristics of prior knowledge. We then discuss the influences of prior knowledge on reading comprehension, highlighting processes and mechanisms that support both knowledge acquisition and knowledge revision. We conclude with a discussion of specific theoretical and practical implications for reading research, curriculum, and instruction.
