Effects of Advance Organizers on Text Recall by Poor Readers

Prior knowledge plays an important role in reading comprehension. The advance organiser is one method teachers commonly use to activate or build reader knowledge before assigned readings. This study addresses the effects of varied presentations of advance organizers on text recall by seventh‐grade students with reading problems. The poor readers were regular members of content‐area classrooms, and the tested reading passages involved grade‐level material. The regular content‐area teachers delivered the lessons. The most effective presentation format was characterized by an oral delivery of the advance organizer by the teacher followed with whole‐group discussion. In implementing this strategy, teachers will want to consider purposes of task, however, because influences were related to level and time of recall, as well as format variation. Findings emphasize implications for using advance organizers with poor readers.