Date Approved

2-6-2017

Embargo Period

2-6-2017

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Madden, Marjorie

Third Advisor

Lee, Valerie

Subject(s)

Reading comprehension; Language arts--Correlation with content subjects

Disciplines

Junior High, Intermediate, Middle School Education and Teaching

Abstract

Teachers can never assume student come to their classrooms with background knowledge needed to contextually understand a book read in class. Students in low socioeconomic areas often do not have the experiences to build schema about certain topics. Field trips are one way to build students background and schema, however, they can be expensive. Teachers need to find multiple ways to build background knowledge prior to reading a book. This thesis explores the impact background knowledge has on students' reading comprehension.

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