This article make a case for the importance of background knowledge in children's comprehension. It suggests that differences in background knowledge may account for differences in understanding text for low‐ and middle‐income children. It then describes strategies for building background knowledge in the age of common core standards.
No takes yet. Share an insight, caveat, or question.
Neuman et al. (2014) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: