The significance of prior knowledge in the learning of new content-specific ideas

Patricia L Anders, Carol V. Lloyd

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)
Original languageEnglish (US)
Title of host publicationContent Area Reading and Learning: Instructional Strategies: Second Edition
PublisherLawrence Erlbaum Associates
Pages323-338
Number of pages16
ISBN (Print)1410612244, 9781410612243
DOIs
StatePublished - May 14 2004

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knowledge
learning

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Anders, P. L., & Lloyd, C. V. (2004). The significance of prior knowledge in the learning of new content-specific ideas. In Content Area Reading and Learning: Instructional Strategies: Second Edition (pp. 323-338). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410612243

The significance of prior knowledge in the learning of new content-specific ideas. / Anders, Patricia L; Lloyd, Carol V.

Content Area Reading and Learning: Instructional Strategies: Second Edition. Lawrence Erlbaum Associates, 2004. p. 323-338.

Research output: Chapter in Book/Report/Conference proceedingChapter

Anders, PL & Lloyd, CV 2004, The significance of prior knowledge in the learning of new content-specific ideas. in Content Area Reading and Learning: Instructional Strategies: Second Edition. Lawrence Erlbaum Associates, pp. 323-338. https://doi.org/10.4324/9781410612243
Anders PL, Lloyd CV. The significance of prior knowledge in the learning of new content-specific ideas. In Content Area Reading and Learning: Instructional Strategies: Second Edition. Lawrence Erlbaum Associates. 2004. p. 323-338 https://doi.org/10.4324/9781410612243
Anders, Patricia L ; Lloyd, Carol V. / The significance of prior knowledge in the learning of new content-specific ideas. Content Area Reading and Learning: Instructional Strategies: Second Edition. Lawrence Erlbaum Associates, 2004. pp. 323-338
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