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Direct linkNeuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley – Reading Teacher, 2014
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.
Descriptors: Knowledge Level, Prior Learning, Reading Comprehension, Background
