Background Knowledge: The Neglected Component in Adult Literacy

Greenberg, Daphne

doi:10.1002/jaal.1121

Cited by 3 publications

(4 citation statements)

References 18 publications

(23 reference statements)

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“…Background knowledge provides the scaffolding needed to comprehend text (Greenberg, 2021; Kintsch, 1988). The idea of developing background information stems from schema theory, in which schemata (pieces, or snapshots, of information) come together to form a more whole, complete picture (Anderson & Pearson, 1984; Carrell & Eisterhold, 1983; Rumelhart, 1980).…”

Section: Literature Reviewmentioning

confidence: 99%

From Considerate to Challenging Texts: A Four‐Tiered Text Approach to Thematic Reading

Choi¹,

Todaro²

2022

J Adolescent & Adult Lit

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College students are expected to comprehend, analyze, and respond to texts that are often challenging, complex, and specialized. While the importance and value of reading in higher education is hardly disputed, postsecondary literacy frequently revolves around the reinforcement of rudimentary skills. Furthermore, the demands of writing instruction often push reading instruction to the side, leaving students to navigate texts on their own. Challenging texts necessitate a degree of background knowledge, without which active and robust engagement cannot be expected. By scaffolding texts in a way that progressively builds background knowledge, instructors can prepare students for complex texts and subsequently, academic discourse. The authors propose a four‐tiered approach to reading instruction for adult learners that consists of four text types: foundational, expansion, opposing point‐of‐view, and expert’s point‐of‐view. While designed for integrated reading and writing courses, the proposed model has implications for faculty across the disciplines.

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Section: Literature Reviewmentioning

confidence: 99%

From Considerate to Challenging Texts: A Four‐Tiered Text Approach to Thematic Reading

Choi¹,

Todaro²

2022

J Adolescent & Adult Lit

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“…This skills-based literacy is a prerequisite to the more complex "interactive HL" which allows participation and control of an individual's healthcare by applying information to changing situations [5]. HL is thus a broad construct involving a complex relationship between basic literacy, knowledge, and comprehension [6].…”

Section: Introductionmentioning

confidence: 99%

“…Chin and associates [7] have suggested that HL reflects the interplay of cognitive abilities (what they call "processing capacity") and background knowledge. As such, background knowledge of subject matter has been shown to be essential for literacy and especially comprehension of information, including information provided by clinicians during consultations, and to facilitate shared decision making [6,7]. Specific background knowledge of a topic has been shown to allow individuals to process information more quickly, recall infor-mation more readily and understand information at a deeper level [8].…”

Section: Introductionmentioning

confidence: 99%

“…Specific background knowledge of a topic has been shown to allow individuals to process information more quickly, recall infor-mation more readily and understand information at a deeper level [8]. Therefore, domain specific knowledge (and general knowledge) are essential for interactive HL [6]. In addition, a combination of general and specific knowledge enhances comprehension [9,10].…”

Section: Introductionmentioning

confidence: 99%

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Health literacy, cancer literacy, comprehensions and knowledge among men attending a urology clinic

2023

Journal of Men's Health

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Health literacy (HL) is essential for men receiving urological treatment so that they can be involved in the shared decision making process. HL is supported by domain specific background knowledge which also informs cancer literacy and comprehension. Comprehension is in turn a determinant of HL. This study aimed to assess the level of HL among a group of men receiving urological treatment and to investigate if there were any correlations between the two different measures of HL, cancer literacy and comprehension, and prostate cancer knowledge. A survey was mailed to 200 men attending a urological clinic. The survey included: demographic questions, two validated tests of HL, (1) the Brief Health Literacy Score (BHLS) and (2) the Health Literacy Management Scale (HeLMS); a test of cancer comprehension; the Cancer Message Literacy Tests Reading (CMLT); and a prostate cancer knowledge test. Descriptive statistics were used to analyse the data. Surveys from 72 respondents, average age of 65 years, were included in the final analysis. Based on the BHLS, 22%of respondents had inadequate HL and 50% of respondents had inadequate HL in one or more of the HeLMS domains. Overall, the study participants had relatively high cancer literacy, comprehensions, and knowledge. However, for men with inadequate HL, based on the BHLS and the HeLMS, there were strong correlations with poor cancer literacy, comprehension, and knowledge. Our study highlights that many men receiving urological treatment with inadequate HL, require additional support to access health information which they can understand and act on to be part of the shared decision-making process.

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The role of inferencing in struggling adult readers' comprehension of different texts: A mediation analysis

Tighe

Kaldes

McNamara

2023

Learning and Individual Differences

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Background Knowledge: The Neglected Component in Adult Literacy

Cited by 3 publications

References 18 publications

From Considerate to Challenging Texts: A Four‐Tiered Text Approach to Thematic Reading

From Considerate to Challenging Texts: A Four‐Tiered Text Approach to Thematic Reading

Health literacy, cancer literacy, comprehensions and knowledge among men attending a urology clinic

The role of inferencing in struggling adult readers' comprehension of different texts: A mediation analysis

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