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Role of background knowledge and prior knowledge in reading comprehension

How reading comprehension can be linked to prior knowledge and how it helps the student in the reading process?

On the other hand, if the student background knowledge its limited about the topic, in this case, Monsoons, the student will have problems comprehending the text provided about the specific topic.

How reading comprehension can be linked to prior knowledge and how it helps the student in the reading process?

Prior knowledge provides a schema or scenario that helps with thinking. If the reader is familiar with Monsoons, for example, they will be able to express their knowledge about it in a specific way, depending how the teacher is guiding the topic. It will also help the student make connections between the topic and the new input provided about the topic.

Activating Background Knowledge and Pre-Reading Activities

Let's get a better understanding about schema

Based on theorist, schema is knowledge and how its presented. All knowledge is stored into units called schemata and it includes how this knowledge is to be used.

  • Brainstorming: In these sessions, teachers ask students to examine together the title of the selection they are about to read. The teacher lists on the board all the information that comes to mind as students read the title. These pieces of information are then used to further recall, and in the process considerable knowledge will be activated.
  • Snowballs. Have each student take out a scratch sheet of paper and write their name on it. Introduce the topic of the reading or lesson and ask students to write down one or two sentences about something they already know about the topic. Have them crumple the paper into a ball. Divide students into two “sides”. On the teacher’s signal, side 1 should throw their snowballs across the room. Students on side two should pick up a snowball and read it. They should find the person who threw the snowball and discuss the idea for 30 seconds. Repeat with side 2 throwing.
  • KWL Charts
  • Concept check. Before a reading or lesson take the opportunity to have students self-assess their knowledge of a topic by listing key vocabulary, concepts, or ideas on a sheet of paper. Give each student a copy and have them mark it according to their knowledge. Have students reassess their knowledge after the reading or lesson. If students rate themselves as an expert, have them explain to a partner or the class. Below is the scale and a sample concept check:
  • + I know a lot about this topic and can explain it to others.
  • √ I have heard of this word or concept before and know a little
  • 0 I have never heard of this word or concept before
  • Four Corners. Before a reading, create a list of questions related to the reading or the reading’s topic and in each corner of the room post possible answers.
  • Class Discussions: Class discussions and informal talks in and out of class all serve as techniques to discover more about what students bring to their reading. Over a period of time, teachers can begin to get some idea as to what their students know and can adjust how much time needs to be spent on background information.
  • Semantic Mapping: Students still use brainstorming strategies in semantic mapping; however this strategy is organized and controlled by the teacher. As
  • students offer their personal ideas about a topic, the teacher writes these ideas on the board. In brainstorming, all ideas are written on the board. In semantic mapping, ideas are organized on the board underheadings. The diagram represents the information elicited from the students but created in such a way that qualities and relationships are evident. During active reading, students may also use semantic maps. As they read, they include new information on their maps. During postreading, students can use their maps as a review of information
  • gained.

How we acquire background knowledge?

Activating background knowledge versus Building background knowledge

Our ability to process and storage information. This is a component of what cognitive psychologists refer to as fluid intelligence which its innate.

The number and frequency of our academically oriented experiences. The more academically oriented experience we have , the more opportunities we have to store those experiences as academic background knowledge.

Activating background knowledge happens when the teacher provide activities that awaken and connect the knowledge the student already possesses towards the specific topic or text.

Building background knowledge occurs when the teacher provide activities to fill in knowledge that the student are missing or do not have.

Background knowledge is define as the knowledge students have, learned both formally in the classroom as well as informally through life experiences. It also includes the content knowledge, academic language and vocabulary needed for comprehension of a specific topic.

Increasing the background knowledge in the classroom can lead us to an increase in the student’s academic achievement. Academic background knowledge not only affect academic achievement but also has a great relationship with power and the achievement of a higher status in society such as in occupations and the ability to have a better income.

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