2020
DOI: 10.1002/rrq.338
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Building Content Knowledge to Boost Comprehension in the Primary Grades

Abstract: Well‐established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. The authors explicate why knowledge building in English language arts instruction (i.e., content‐rich instruction) can support language and content knowledge, leading to better linguistic and reading … Show more

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Cited by 55 publications
(38 citation statements)
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References 44 publications
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“…The knowledge a reader brings to a text is the chief determinant of whether the reader will understand that text (Anderson & Pearson, 1984). Thus, building knowledge is an essential, yet neglected, part of improving linguistic comprehension (Cabell & Hwang, 2020, this issue). Teaching reading is most often approached in early elementary classrooms as a subject that is independent from other subjects, such as science and social studies (Palincsar & Duke, 2004).…”
Section: Promising But Not (Yet) Compelling Evidence In the Science Omentioning
confidence: 99%
“…The knowledge a reader brings to a text is the chief determinant of whether the reader will understand that text (Anderson & Pearson, 1984). Thus, building knowledge is an essential, yet neglected, part of improving linguistic comprehension (Cabell & Hwang, 2020, this issue). Teaching reading is most often approached in early elementary classrooms as a subject that is independent from other subjects, such as science and social studies (Palincsar & Duke, 2004).…”
Section: Promising But Not (Yet) Compelling Evidence In the Science Omentioning
confidence: 99%
“…However, these critics have ignored other findings of the panel that included the importance of fluency, vocabulary, and comprehension. Since this report, the consensus among researchers has been that a nar row focus on decoding skills discounts the complexity of the science of reading and other important skills (Cabell & Hwang, 2020; Language and Reading Research Consortium, 2015).…”
mentioning
confidence: 99%
“…Although the importance of domainspecific knowledge has been appreciated by some for many years, 38 it has recently received increased attention in the literature. [39][40][41] Research suggests that academic success, especially around reading comprehension in content subjects, is directly linked to the knowledge of the words and concepts germane to the content. [42][43][44] Domainspecific vocabulary is included as part of learning standards in several areas (reading, writing, science, and social studies).…”
Section: Vocabularymentioning
confidence: 99%
“…88 Within narrative or expository discourse (oral or written), students use inferencing to understand the causal and temporal connections between events and to integrate content with their own experiences and background knowledge. 89,90 Because knowledge is a powerful determiner of reading comprehension, 38,41 the inability to assimilate what is known with new content during reading or listening tasks severely limits students' acquisition of additional knowledge. Inference making is so important that it mediates the effect of vocabulary on reading comprehension.…”
Section: Inferential Thinkingmentioning
confidence: 99%