Building background knowledge

Susan B. Neuman; Tanya Kaefer; Ashley Pinkham

doi:10.1002/trtr.1314

Building background knowledge

Susan B. Neuman, Tanya Kaefer, Ashley Pinkham

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

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 language	English (US)
Pages (from-to)	145-148
Number of pages	4
Journal	Reading Teacher
Volume	68
Issue number	2
DOIs	https://doi.org/10.1002/trtr.1314
State	Published - Oct 1 2014

Keywords

Achievement gap
Informational text
Language development
Prior knowledge
Receptive language

ASJC Scopus subject areas

Language and Linguistics
Pharmacology
Linguistics and Language
Pharmacology (medical)

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10.1002/trtr.1314

Cite this

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title = "Building background knowledge",

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.",

keywords = "Achievement gap, Informational text, Language development, Prior knowledge, Receptive language",

author = "Neuman, {Susan B.} and Tanya Kaefer and Ashley Pinkham",

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year = "2014",

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KW - Informational text

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KW - Receptive language

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Building background knowledge

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

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