ERIC Number: ED371605
Record Type: RIE
Publication Date: 1993-Apr-15
When Background Knowledge Doesn't Help: Helping Young Readers Cope.
Kang, Hee-Won; Gillotte, Helen
This paper presents several methods of reading instruction that teachers can use with young readers, particularly learners of English as a Second Language (ESL), to help them cope with potential negative effects of background knowledge. Insufficient or inaccurate background knowledge may cause readers to make inferences or interpretations that are inconsistent with information in the text. Teachers need to make students aware of cultural and individual beliefs and knowledge that may interfere with their ability to accurately understand a text. A process-oriented approach to reading instruction may help students cope with inconsistencies between their beliefs and knowledge and the text. Such an approach teaches strategies that both promote and monitor comprehension. (MDM)
Descriptors: Cultural Background, Elementary Education, English (Second Language), Individual Characteristics, Influences, Interference (Language), Knowledge Level, Prior Learning, Reading Comprehension, Reading Instruction, Reading Processes, Second Language Instruction, Second Language Learning, Student Attitudes, Teaching Methods, Young Children
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (27th, Atlanta, GA, April 13-17, 1993).