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The Role of Background Knowledge in Reading Comprehension: A Critical Review

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journal contribution
posted on 09.08.2021, 04:40 by Reid SmithReid Smith, Pamela SnowPamela Snow, Tanya SerryTanya Serry, Lorraine Hammond
A critical review was conducted to determine the influence background knowledge has on the reading comprehension of primary school-aged children. We identified twenty-three studies that met our criteria and focused on the links between background knowledge and reading comprehension of children in the mid to late primary years. Review findings highlight that higher levels of background knowledge have a range of effects that are influenced by the nature of the text, the quality of the situation model required, and the presence of reader misconceptions about the text. Our findings also indicate that background knowledge impacts differentially on stronger and weaker readers. Readers with lower background knowledge appear to benefit more from text with high cohesion, while weaker readers were able to compensate somewhat for their relatively weak reading skills in the context of a high degree of background knowledge. Implications of the findings for early years classroom practice are outlined, together with suggested future research directions.

History

Publication Date

01/01/2021

Journal

Reading Psychology

Volume

42

Issue

3

Pagination

(p. 214-240)

Publisher

Taylor and Francis

ISSN

0270-2711

Rights Statement

The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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