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ERIC Number: EJ1128261
Record Type: Journal
Publication Date: 2017-Feb
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0013-1784
How Knowledge Powers Reading
Lemov, Doug
Educational Leadership, v74 n5 p10-16 Feb 2017
Recent research shows that reading comprehension relies heavily on prior knowledge. Far more than generic "reading skills" like drawing inferences, making predictions, and knowing the function of subheads, how well students learn from a nonfiction text depends on their background knowledge of the text's subject matter. And in a cyclical process, reading nonfiction texts is a primary way to build even more knowledge. In this article, Doug Lemov describes classroom strategies for building factual knowledge and mastery of nonfiction reading. For example, one teacher paused in her students' reading of a novel set during World War II to have her students read nonfiction articles on rationing, victory gardens, spies, and the United States' decision to enter the war. Because of their emotional connection with the novel's central character, the students were engaged and interested in these factual texts. In addition, as they learned more facts, they also understood the novel in a richer and more meaningful way. This and other strategies, writes Lemov, can help students learn to unlock knowledge from what they read.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A