Knowledge

Reading is the act of processing text in order to derive meaning. To learn to read, children must develop both fluent word reading and language comprehension (Gough & Tunmer,1986). Language comprehension is built upon vocabulary and morphology, knowledge, syntax, and higher-level language skills.

How Knowledge Contributes to Reading Development

Many studies since the 1980's have shown that background knowledge is a critical component of comprehension (Spencer & Wagner, 2018). The knowledge a reader brings to their learning contributes to language comprehension. "Big ideas and complex questions cannot be separated from the language used to represent them…A reader's comprehension of a story depends greatly upon the knowledge and language she brings to the experience" (Lesaux & Russ Harris, 2015). Knowledge gives substance and context for word learning and comprehension. Content rich instruction in the early grades, especially with informational text, is particularly important to build knowledge that will help students comprehend increasingly complex language and texts as they grow as readers (Catts & Kamhi, 2017).

Promoting Knowledge Building in the Classroom…

Through Informational Text Read Alouds

• Reading to Learn from the Start: The Power of Interactive Read-Alouds, from American Federation of Teachers (Article)
• Nurturing the Inquiring Mind Through the Nonfiction Read-Aloud, from Reading Rockets ** (Article)
• Read Aloud Project, from Achieve the Core (Resource)
• IES Reading for Understanding Initiative's Pre-K-3 LARRC Curriculum to develop skills that are foundational to reading comprehension in young children is available for free

Through Text Sets

• Text Set Project, from Achieve the Core (Resource)
• Teaching with Text Sets, from TeachingWithTradebooks.com (Resource)

Learn More About Knowledge

• Building Knowledge: What an Elementary Curriculum Should Do, by Natalie Wexler in American Teacher Magazine (2020)
• Building Knowledge: Expanding the World Through Reading, from Achieve the Core
• Supporting Knowledge Building, from Achieve the Core (Research)
• Building Background Knowledge, from Reading Rockets ** (Research and instruction)
• Building World Knowledge, from Achievement Network (Video)
• Knowledge Matters, from TNTP (Grade 2 instructional example)
• Building Knowledge, from Achieve the Core (Resource Module)

Considerations for Students Learning English

English learners should have equal opportunity to meaningfully participate in all literacy instruction. The WIDA Can Do Descriptors highlight what language learners can do at various stages of language development.

Taking Bilingualism into Account

"Many English language learners struggle with curriculum content because they lack background knowledge of the topic or have gaps in the information they have learned. Teachers must either activate what prior knowledge exists and apply it to lessons or explicitly build background knowledge for these students" (Short & Echevarria, 2005).

Supports for English Learners

• "Link background knowledge and culture to learning by explicitly planning and incorporating ways to engage students in thinking about and drawing from their life experiences and prior knowledge" (Levine, Lukens, & Smallwood, 2013).
• Use high yield tools such as: Anticipation Guides, KWL Charts, Multimedia (Ferlazzo & Hull Sypnieski, 2018).
• "Use sensory supports such as videos, realia, illustrations, etc. to provide students alternative ways to process information" (WIDA, Instructional Supports, 2015).
• "Utilize students' native languages, also known as first language or L1, to provide opportunities to clarify, recap, or extend meaning" (WIDA, Instructional Supports, 2015).
• Building Background Knowledge, from Colorin Colorado ** (Video)
• Analyzing Content and Language Demands, from English Learners Success Forum (Resource)
• The WIDA Instructional Supports provide a reference list of appropriate graphic, sensory and interactive supports to use with the WIDA Can Do Descriptors when instructing language learners.

References

Catts, H. W., & Kamhi, A. G. (2017). Prologue: Reading comprehension is not a single ability. Language, Speech, and Hearing Services in Schools, 48(2), 73–76.

Echevaria, J., and Short, D. (2005). Teacher Skills to Support English Language Learners. Best of Educational Leadership 2004–2005, 62, 8–13.

Ferlazzo, L. and Hull Sypnieski, K. (2018). The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students, San Francisco, CA Jossey-Bass.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7, 6–10.

Lesaux, N. & Russ Harris, J. (2015). Cultivating Knowledge, Building Language. Portsmouth, NH: Heinemann.

Levine, L. N., Lukens, L. & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K–12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.