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Courtney Hattan – Reading Teacher, 2024
Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence-based principles to consider during literacy instruction, which are drawn from a recent systematic…
Descriptors: Knowledge Level, Reading Comprehension, Prior Learning, Literacy Education
Dan Reynolds; Courtney Hattan – Reading Teacher, 2024
The role of knowledge and reading comprehension has seen a recent explosion of attention from researchers, journalists, and policy advocates. Much of this discourse describes knowledge in neutral terms such as knowledge of "the world". That knowledge of the world, however, is woven into the fabric of the gendered world we live in and its…
Descriptors: Literacy Education, Literacy, Research Methodology, Curriculum
Cervetti, Gina N.; Hiebert, Elfrieda H. – Reading Teacher, 2015
The National Reading Panel (NRP) identified five pillars, or essential components, of reading instruction that lead to the highest chance of reading success--phonemic awareness, phonics, fluency, vocabulary, and comprehension. A decade after the NRP's report, the majority of US states adopted the Common Core State Standards/English Language Arts…
Descriptors: Reading Instruction, Literacy, Knowledge Level, Intellectual Disciplines
Neuman, 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
Dougherty Stahl, Katherine A. – Reading Teacher, 2014
Each disciplinary community has its own criteria for determining what counts as evidence of knowledge in their academic field. The criteria influence the ways that a community's knowledge is created, communicated, and evaluated. Situating reading, writing, and language instruction within the content areas enables teachers to explicitly…
Descriptors: Evidence, Knowledge Level, Reading Instruction, Writing Instruction
Voorhees, Susan – Reading Teacher, 2011
Homework is an instructional staple for most classroom teachers; however, considerable debate over the effectiveness of homework has been at the center of discussions among researchers, administrators, educators, parents, and students. Rather than continuing the battle as to whether or not homework enriches learning, it appears the more…
Descriptors: Homework, Reading Strategies, Reading Ability, Teaching Methods

Hall, William S.; And Others – Reading Teacher, 1979
Describes some of the research being done by the Center for the Study of Reading, a federally sponsored center established to pursue research into the processes underlying the development of reading comprehension by children in grades three through eight. (MKM)
Descriptors: Child Language, Elementary Education, Instructional Materials, Intermediate Grades

Olson, Mary W. – Reading Teacher, 1984
Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)
Descriptors: Cognitive Processes, Elementary Education, Knowledge Level, Reading Comprehension