Background Knowledge in Reading

Adolescents respond to the literacy demands of their subject area classes when they have appropriate background knowledge and strategies for reading a variety of texts.

Effective instruction develops students’ abilities to comprehend, discuss, study, and write about multiple forms of text. Comprehension is indeed a complex process—one that should not be left to chance for its development.

The purpose of this next activity is to highlight the importance of activating background knowledge. Get ready to put yourself in the position of student. Please continue by following the next paragraphs in order.

Read this example:

With the hocked gems financing him our hero bravely defied all scornful laughter that tried to prevent his scheme. Your eyes deceive he had said. An egg, not a table, correctly typifies this unexplored planet. Now three sturdy sisters sought proof. Forging along, sometimes through calm vastness, yet more often through turbulent peaks and valleys, days became weeks as many doubters spread fearful rumors about the edge. At last, from nowhere, welcome winged creatures appeared signifying momentous success.

Now, re-read the same paragraph. This time, though, here’s a little background knowledge for you before reading: The paragraph is from an article about Christopher Columbus. Here’s the passage again: With the hocked gems financing him our hero bravely defied all scornful laughter that tried to prevent his scheme. Your eyes deceive he had said. An egg, not a table, correctly typifies this unexplored planet. Now three sturdy sisters sought proof. Forging along, sometimes through calm vastness, yet more often through turbulent peaks and valleys, days became weeks as many doubters spread fearful rumors about the edge. At last, from nowhere, welcome winged creatures appeared signifying momentous success.

From Professional Learning Board’s online continuing education course for teachers: Tackling Tough Text