Return to Background Knowledge factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Background Knowledge Evaluations (Hirsch, 2003): Assesses Background Knowledge by testing students' knowledge of a chosen topic
Alexander, P., Kulikowich, J., & Schulze, S. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313-337.
Carey, S. (1985). Conceptual development in childhood. Cambridge, MA: MIT Press.
Connor, C. M., Radach, R., Vorstius, C., Day, S. L., McLean, L., & Morrison, F. J. (2015). Individual differences in fifth graders' literacy and academic language predict comprehension monitoring development: An eye-movement study. Scientific Studies of Reading, 19(2), 114-134.
Crumpler, M., & McCarty, C. (2004). Diagnostic reading analysis. London, UK: Hodder Education.
Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83(2), 264-274.
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Hirsch, E.D. (2003). Reading comprehension requires knowledge - of words and the world: Scientific insights into the fourth-grade slump and stagnant reading comprehension. American Educator, 27(1), 10-22, 28-29, 48.
MacGinitie, W. H., MacGinitie, R. K., Maria, K. & Dreyer, L. G. (2000). Gates MacGinitie Reading Tests. Rolling Meadows, IL: Riverside.
McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35(1), 13-23.
McNamara, D. S., Ozuru, Y., & Floyd, R. G. (2011). Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers' prior knowledge. International Electronic Journal of Elementary Education, 4(1), 229-257.
Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
Neuman, S. B., Kaefer, T., & Pinkham, A. (2014). Building background knowledge. The Reading Teacher, 68(2), 145-148.
Olinghouse, N. G., Graham, S., & Gillespie, A. (2015). The relationship of discourse and topic knowledge to fifth graders' writing performance. Journal of Educational Psychology, 107(2), 391-406.
Pickering, S., & Gathercole, S. (2001). Working Memory Test Battery for Children. London: Psychological Corporation.
Price, L. H., Bradley, B. A., & Smith, J. M. (2012). A comparison of preschool teachers' talk during storybook and information book read-alouds. Early Childhood Research Quarterly, 27(3), 426-440.
Shapiro, A. (2004). How including prior knowledge as a subject variable may change outcomes of learning research. American Educational Research Journal, 41(1), 159-189.
Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85-106.
Was, C. A., & Woltz, D. J. (2007). Reexamining the relationship between working memory and comprehension: The role of available long-term memory. Journal of Memory and Language, 56(1), 86-102.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of Cognitive Abilities. Itaska, IL: Riverside Publishing.