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Building Background Knowledge
Author(s) -
Neuman Susan B.,
Kaefer Tanya,
Pinkham Ashley
Publication year - 2014
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1314
Subject(s) - comprehension , psychology , knowledge level , reading comprehension , developmental psychology , mathematics education , linguistics , reading (process) , philosophy
This article make a case for the importance of background knowledge in children's comprehension. It suggests that differences in background knowledge may account for differences in understanding text for low‐ and middle‐income children. It then describes strategies for building background knowledge in the age of common core standards.