Research
Click the silhouettes to see what the experts say about using prior knowledge.
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"The data suggest that text comprehension is enhanced when readers actively relate the ideas represented in print to their
own knowledge and experience and construct mental representations in memory."
—Report of the National Reading Panel
(National Reading Panel, 2000, p. 14)
—Report of the National Reading Panel
(National Reading Panel, 2000, p. 14)
Activating prior knowledge is like preparing the soil before sowing the seeds of knowledge.
It is critical that teachers not only activate their students' prior knowledge of topics they are reading about but also be aware of situations in which students have
little or no background knowledge so that they can build essential understandings before students begin reading.
—Dorothy S. Strickland, from
Supporting Struggling Readers and writers: Strategies for Classroom Intervention,
2002
Supporting Struggling Readers and writers: Strategies for Classroom Intervention,
2002
Creating an opportunity to challenge our students to call on their collective experiences (prior knowledge) is essential. Through this process we move students from
memorizing information to meaningful learning and begin the journey of connecting learning events.
—William L. Christen and Thomas J. Murphy, from
Increasing Comprehension by Activating Prior Knowledge,
Online, May 1991
Increasing Comprehension by Activating Prior Knowledge,
Online, May 1991
The reader brings to the work personality traits, memories of past events, present needs and preoccupations, a particular mood of the moment and a particular physical
condition. These and many other elements in a never-to-be-duplicated combination determine his response to the peculiar contribution of the text.
It has been known for some time that one of the most effective ways to improve comprehension is to "activate mental files" before reading.