Unleash the potential of knowledge building in language comprehension
Every child is capable of becoming a skilled reader. Every classroom can provide that opportunity and drive student success, through a content-rich literacy curriculum.
We鈥檒l show you how.
The relationship among knowledge, language comprehension, and literacy skills
罢丑别听聽shows that early literacy skills are best built deliberately, on a foundation of knowledge.聽Knowledge building聽is not a result of reading and language comprehension;聽it鈥檚 a vital prerequisite and a fundamental part of the process. When students read a text on a familiar topic鈥揺vent a tough one鈥搕hey’re more likely to comprehend it. In other words: The more you know, the more, and faster, you learn.
Learn MoreWhy is building knowledge so important?
Background knowledge鈥攃oupled with comprehension strategies鈥攆uels students鈥� capacity to understand texts, answer questions, and grapple with ideas.
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Explicit knowledge building is a matter of equity.
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Knowledge鈥攂oth broad and deep鈥攊s vital for comprehension.
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Knowledge building supports students throughout school鈥攁nd life.
Getting started with knowledge based learning
Effective literacy instruction must celebrate the experiences students have but not assume each student has specific pieces of prior knowledge. Rather, it must build knowledge in the classroom. Students (and teachers) need curricula that expose them to a diverse array of new topics鈥攕panning history, science, literature, culture, and the arts鈥攊n an intentional sequence that builds a rich and common knowledge base from which all students can draw.
Want to get started now? We鈥檝e got an ebook to help you out.
Download nowProfessional development to support your shift to the Science of Reading
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Ignite literacy transformation with 猫咪AV’s Science of Reading: The Learning Lab鈥攁n inspiring three-course series.
- Dive into a comprehensive overview with course one, Foundations to the Science of Reading.
- Examine assessments and their roles in course two, Advanced Topics in the Science of Reading: Assessment and Reading Difficulties.
- Apply effective literacy instruction to your classroom in course three, Applied Structured Literacy.
Crafted to the standards of the International Dyslexia Association, this self-paced online series provides unparalleled, research-backed instruction. Explore enriching activities, curated resources, and learn from Susan Lambert, chief academic officer and host of Science of Reading: The Podcast.
The best investment you can make is in knowledge, and the returns are priceless. |
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Before and after knowledge building: What knowledge looks like in the classroom
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Making connections to what students already know
Before: Teachers “activate” students鈥� prior knowledge before reading.
After: Teachers build students’ knowledge explicitly for students to leverage later as background knowledge.
Developing reading comprehension
Before: Teachers focus instruction on comprehension strategies (e.g., 鈥渟trategy of the day鈥� instruction).
After: Teachers focus on content and use comprehension strategies to help students gain knowledge of that content.
Introduction of new topics and information
Before: Students learn about content-area topics individually in disconnected units of instruction.
After: Students learn topics through a coherent approach that builds knowledge within and across units of instruction.
See the remarkable difference shifting to a knowledge building approach can make in your school. Our enlightening flyer guides you through a before-and-after journey, illustrating the profound impact of knowledge building on learning. Check it out!
What to look for in a knowledge-building literacy curriculum
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It develops content knowledge.
The program should immerse students in a given domain for weeks鈥攖hat鈥檚 how they acquire academic knowledge. The content should also develop from grade to grade, so that students learning about Renaissance art can reflect on and compare to what they previously learned about art in the Middle Ages.
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It leverages read-alouds for exposure to complex language.
In early grades, students鈥� listening comprehension outpaces their reading comprehension. Interactive read-alouds can be used to expose students to academic language and rich vocabulary. With background knowledge, vocabulary words are 鈥渢he main support beams in the comprehension house.鈥� This approach also helps teachers introduce students to new information and experiences鈥攊n a supportive and interactive environment.
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It introduces students to a wide variety of topics and content.
A content-rich curriculum exposes students to broad knowledge over time in a systematic, cumulative way, which is more effective than spending several months on just one topic. And while that鈥檚 happening, students are participating in enriching discussions and writing activities so they can further interact with the content, promoting deeper engagement and supporting retention of both the knowledge and associated vocabulary.
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It builds both knowledge and foundational skills.
Knowledge building is just one component of literacy development. A content-rich curriculum that helps students build both knowledge (language comprehension) and skills (word recognition) takes into account both sides of the Reading Rope, giving students everything they need to build the foundation for a lifetime of literacy success. Instead of learning to read so they can read to learn, students who use a content-rich curriculum learn to read and learn about the world at the same time, enabling them to understand what they’re reading.
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