Differences

This shows you the differences between two versions of the page.

--- role_of_background_knowledge [2021/02/22 19:51] – created jgmac1106
+++ role_of_background_knowledge [2021/02/22 20:20] (current) – [Vocabulary and Background Knowledge] jgmac1106
@@ Line 1: / Line 1: @@
+==== Definition ====
 The strong effect that background knowledge has on reading comprehension is one of the most stable findings in all of cognitive psychology (Paris & Stahl, 2005). Even early reading researchers from Gates (1931), Huey (1908), and Gray (1939) noted the relationship between background knowledge and reading.
+Background knowledge, knowledge a reader, network or environment brings to any text or learning situation (Alexander,  1992;  Anderson & Pearson,  1984) explains the greatest amount of variance in measures of comprehension, after accounting for the ability to decode text.
+If you know about a topic you understand more complicated texts about a topic. ( Means & Voss,  1985). In fact reading researcher suggest at least three distinct areas of background knowledge as they construct meaning from informational text (Anderson & Pearson,1984):
+  *  general world knowledge
+  *  prior subject-matter knowledge,
+  *  prior knowledge of text structure
+=== Vocabulary and Background Knowledge ===
+===== What Do Good Readers Do With Background Knowledge =====
+  * Organize background knowledge of topic and text structure with what they read (Graesser et al,  1994);
+  * Make intertextaul Links (Hartman, 1999; Kintsch & van Dijk,  1978);
+  * Use text structure to skim and scan (Englert & Hiebert,  1984);
+  * Use background knowledge to monitor comprehension (Duke & Pearson, 2002)
+  * Use background knowledge to question texts. (Paris, Wasik, & Turner,  1991; Duke & Pearson, 2002)
+  * Use background knowledge to for fx-up strateggies (Paris, Wasik, & Turner,  1991; Duke & Pearson, 2002)
+===== Background Knowledge in the Classroom =====
+  * Use KWL charts to have students monitor how background knowledge changes and grows.
+  * Provide concept maps as pre and post measures of knowledge growth
+  * Use vocabulary quizzes and questions as proxies for growth in the classroom