ABSTRACT
In this chapter, the authors discuss the advancements, including the role of disciplinary knowledge on learning, the importance of sociocultural influences, and the function of disciplinary conventions on strategy selection. In addition to having sociocultural influences and a metacognitive component, generative strategies for comprehension also have a cognitive component. The chapter addresses the issue of knowledge and the degree to which one's knowledge influences comprehension development and strategic learning. Disciplinary literacy emphasizes the knowledge, abilities, and strategies that are used within a particular discipline and assumes that literacy tasks differ based upon the demands, goals, and epistemology of each discipline. Affective influences have been described as related to self-schemas, or generalized cognitive and affective characterizations individuals ascribe to themselves that are derived from past experiences.
