Topical Knowledge and Topical Interest Predictors of Listening Comprehension

Abstract

First graders received topical interest and multiple-choice topical knowledge assessments, prior to listening to a story about the topic. Both general and specific topical knowledge measures predicted posttest performance. However, topical interest was both uncorrelated with topical knowledge and not predictive of listening comprehension. Implications of these findings are discussed in terms of past topical knowledge findings and future directions for topical knowledge research.