It seems like an obvious statement: It’s easier for readers to understand a text they already know something about. But this commonsense idea, backed by research, has big implications for reading instruction.
Studies have shown that students’ background knowledge is a key predictor of their reading comprehension abilities—and that in some cases, strategically building students’ knowledge of the world can help them become better readers.
In this webinar, we will discuss this research base and what implications it has for classroom practice. We’ll also talk about how to build background knowledge in a culturally responsive way, with a specific focus on bilingual learners.
How can teachers grow students’ academic vocabulary by building connections between new topics and the knowledge that children bring to the classroom?