Building background knowledge

Susan Neuman, Tanya Kaefer, Ashley Pinkham

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)145-148
Number of pages4
JournalReading Teacher
Volume68
Issue number2
DOIs
StatePublished - Oct 1 2014

Fingerprint

comprehension
income
Background Knowledge
Income

Keywords

  • Achievement gap
  • Informational text
  • Language development
  • Prior knowledge
  • Receptive language

ASJC Scopus subject areas

  • Pharmacology (medical)
  • Pharmacology
  • Language and Linguistics
  • Linguistics and Language

Cite this

Building background knowledge. / Neuman, Susan; Kaefer, Tanya; Pinkham, Ashley.

In: Reading Teacher, Vol. 68, No. 2, 01.10.2014, p. 145-148.

Research output: Contribution to journalArticle

Neuman, S, Kaefer, T & Pinkham, A 2014, 'Building background knowledge', Reading Teacher, vol. 68, no. 2, pp. 145-148. https://doi.org/10.1002/trtr.1314
Neuman, Susan ; Kaefer, Tanya ; Pinkham, Ashley. / Building background knowledge. In: Reading Teacher. 2014 ; Vol. 68, No. 2. pp. 145-148.
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