Building Prior Knowledge
Using and building prior knowledge of theme, topic, text-type, features and vocabulary influence a student’s ability to comprehend a particular text (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011). This is increasing their semantic knowledge, which in turn increases understanding (Winch et al., 2011).
There are two approaches the teacher can use to build up students' knowledge; the schema approach suggests building up data about the topic before reading begins and the dual coding theory suggests this is best done through using abstract models, relevant vocabulary and concrete examples (Winch et al., 2011).
There are two approaches the teacher can use to build up students' knowledge; the schema approach suggests building up data about the topic before reading begins and the dual coding theory suggests this is best done through using abstract models, relevant vocabulary and concrete examples (Winch et al., 2011).
Specific Pedagogies
Teacher pedagogies to build up prior knowledge can include brainstorming, categorising, concept mapping, and introducing key vocabulary (Winch et al., 2011).
Ways to Adapt for Diverse Learners
To scaffold an English Additional Language (EAL) learners' reading comprehension, instruction should draw out and build upon a student’s prior knowledge and experiences that are connected with the text; such as the theme, characters or storyline (Brown University, n.d.).
Other scaffolds to improve comprehension include:
Teachers should use "culturally relevant texts and multicultural literature" to ensure EAL students are accustomed to cultural situations and scenarios that may otherwise impede their ability to comprehend the text (Brown University, n.d., para 6). Furthermore, success lies in the inclusion of a student's understanding of a text (Singer & Smith, 2009). This supports the reader response theorist’s notion that meaning making derives from the reader’s personal experiences and the text (Singer & Smith, 2009).
Check out Australian children's books that reflect diverse cultures and are also written from the viewpoints of minority groups.
Below are some specific tools to support the building of prior knowledge.
Other scaffolds to improve comprehension include:
- Previewing the text before reading
- Analysing text structures
- Using graphic organisers (e.g. brainstorming maps)
- Study guides
(Brown University, n.d.)
Teachers should use "culturally relevant texts and multicultural literature" to ensure EAL students are accustomed to cultural situations and scenarios that may otherwise impede their ability to comprehend the text (Brown University, n.d., para 6). Furthermore, success lies in the inclusion of a student's understanding of a text (Singer & Smith, 2009). This supports the reader response theorist’s notion that meaning making derives from the reader’s personal experiences and the text (Singer & Smith, 2009).
Check out Australian children's books that reflect diverse cultures and are also written from the viewpoints of minority groups.
Below are some specific tools to support the building of prior knowledge.
KWL Charts
To encourage connections with proposed reading materials, teachers should find a "hook" to activate interest and engagement by asking students what they 'Know', what they 'Want' to know, and what they have 'Learned' (Douglas, n.d., para 3). This simple exercise demonstrates to students that they possess a degree of knowledge and even more importantly, there is more learning to be had (Douglas, n.d.).
Circle Maps & Brainstorming Webs
Graphic organisers such as circle maps and brainstorming webs visually demonstrate to EAL students, and other diverse learners, their existing knowledge (Douglas, n.d.).
Creating visual organisers in pairs or small groups may also support diverse learners to improve their reading comprehension skills as they are exposed to different understandings and viewpoints (Douglas, n.d.).
'Student Genius' image courtesy of Pixabay
Creating visual organisers in pairs or small groups may also support diverse learners to improve their reading comprehension skills as they are exposed to different understandings and viewpoints (Douglas, n.d.).
'Student Genius' image courtesy of Pixabay