Abstract
Fifth and ninth grade students distinguished on whether or not they had club soccer experience read a narrative text describing a soccer game. Prior to reading, individuals received either soccer or nonsoccer (control) pre-reading instruction. Experience and age had a significant effect on soccer-related and nonsoccer-related factual comprehension scores. Pre-reading soccer instruction was found to have a significant effect on nonsoccer inferences. A second order interaction indicated that younger subjects' experience facilitated soccer-related inference question scores only when they also received soccer pre-instruction. For older individuals, experience was beneficial for soccer inference questions, independent of type of pre-instruction. The results are interpreted as indicating that prior experience has a more powerful effect on both factual and inferential comprehension than pre-reading instruction. The developmental interaction indicates that younger individuals need to have relevant knowledge exter...
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