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ERIC Number: EJ1043873
Record Type: Journal
Publication Date: 2013-Nov
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0013-1784
Why Content Is King
Hirsch, E. D., Jr.; Hansel, Lisa
Educational Leadership, v71 n3 p28-33 Nov 2013
"If you want to be able to read with comprehension, you must become knowledgeable about the topic. The more relevant knowledge you have, the less it matters whether the text is complex or not," write Hirsch and Hansel in this article. Research has shown that a student who has extensive background knowledge of a topic will find it easy to comprehend a text on that topic, no matter how complex the writing. On the other hand, even a skillful reader will have trouble comprehending a text on a topic that he or she knows nothing about. The Common Core State Standards in Language Arts and Literacy have acknowledged the importance of content knowledge to reading comprehension by recommending that schools implement a carefully sequenced, domain-based curriculum that expands and deepens students' knowledge as they progress through school. The authors describe how the K-3 curriculum developed by the Core Knowledge Foundation (available for free download) can help schools achieve this goal and transition to the new Common Core standards.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A