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Students build knowledge from their experiences both in and out of school. This knowledge includes their everyday cultural experiences and interactions within personal communities. As one is presented with new information, whether it is academic or cultural, these experiences may be stored in memory. Students later draw upon this information to help them connect to texts and make inferences about what they are reading.
Reading comprehension is dependent upon readers' use of their Background Knowledge to create a mental representation of the texts they read. Older readers typically have more Background Knowledge to draw upon, especially for content area reading. As adolescents progress through school, their need for Background Knowledge increases with the need to integrate more content into their existing knowledge and make deeper connections with texts. Increased Background Knowledge may also facilitate online reading comprehension by aiding in Internet navigation to find topic-specific information.
A few key components of Background Knowledge are essential to literacy success:
Advance graphic organizers link prior knowledge to upcoming learning to help students anticipate and understand the structure of new information.
When annotating, students engage deeply with a text and make their thinking visible while reading.
Audiobooks allow students to hear fluent reading and experience books above their reading skills.
When adolescents can connect and communicate with authentic audiences about their interests and values, reading and writing become more personally meaningful and relevant.
Students practice making and finding meaning in texts through book discussions moderated by teachers to varying degrees.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
When students express information visually, they are activating more cognitive processes while problem solving and increasing their experience with alternate texts.
Daily review strengthens previous learning and can lead to fluent recall of information and application of skills.
Teaching students how to effectively search the internet is critical for helping them learn how to find accurate and relevant information and aids in developing information literacy.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
Research shows that, along with traditional reading comprehension strategies, students use unique strategies to read the non-linear, hyperlinked structure of online texts.
Explicitly teaching strategies for planning, writing, and revising texts improves students' writing quality.
Interpreting and composing discipline-specific texts requires tailoring literacy strategies, like annotating or asking questions, to the disciplinary goals and practices.
Students whose families are involved and feel valued within the school community are less likely to miss school, which research has shown can cause students to fall behind academically.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
Adding gestures and motions to complement learning activates more cognitive processes for recall and understanding, particularly within content area instruction.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
During guided inquiry, teachers foster student autonomy by designing lessons centered on meaningful questions in which students locate, analyze, and present relevant information on their own or in small groups.
Opportunities for students to practice skills in context, with teacher support and also independently, helps to move concepts and ideas into Long-term Memory.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation and can mitigate Stereotype Threat.
Independent reading promotes literacy by emphasizing student choice with teacher support in selecting books, as well as setting the expectations that everyone is a reader.
Practicing until achieving several error-free attempts is critical for retention.
By observing, rereading, and closely analyzing published writing, students see examples and learn the strategies of good writing that they can integrate into their own Composition.
Creating patterns for remembering content information, important Vocabulary, narrative structures, etc.
Instruction in multiple formats allows students to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Providing multiple texts on the same topic or theme allows students to interact with multiple perspectives and develop their critical thinking skills.
When teachers ask questions or have students create questions before introducing a text, they activate student interest and help them assess what they already know about a given topic.
When students write from a non-dominant or marginalized perspective, they consider and give voice to points of view that are often missing.
Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues of power, justice, and equity.
Reading aloud to adolescents models Reading Fluency as texts become more complex and disciplinary in nature and therefore, more difficult to understand.
Using texts to discuss complex emotions and perspectives with students can help them see how they influence behavior and draw their own personal connections.
Teachers can provide individualized support through one-on-one conferences to assess reading comprehension, understanding of content, and spark further interest in reading.
Students build their confidence, strategy use, and comprehension by reading and rereading multiple texts.
Having culturally relevant reading materials, including multicultural and diverse texts, are critical for supporting all students.
Providing access to a variety of multimodal texts that align with the interests of learners allows them to practice digital, information, and Critical Literacy.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition and actively participate in the reading process.
Providing a story or concept map prior to lessons or having students create their own maps during or after reading helps learners identify and organize key elements of a text.
During reading, giving students the opportunity to explain their thinking process aloud allows them to recognize the strategies they use, solidify their comprehension, and move knowledge into their Long-term Memory.
Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.
Displaying academic Vocabulary on a word wall can reinforce key terms and concepts that students are learning.
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