Building background knowledge

Susan B. Neuman, Tanya Kaefer, Ashley Pinkham

Research output: Contribution to journalArticlepeer-review


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
Issue number2
StatePublished - Oct 1 2014


  • 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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