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
Advisor
Browne, Susan
Committee Member 1
Madden, Marjorie
Committee Member 2
Lee, Valerie
Keywords
background knowledge, reading instruction
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.
Recommended Citation
Murtha, Jacqueline, "Background knowledge: a study of the effects background knowledge has on comprehension" (2017). Theses and Dissertations. 2357.
https://rdw.rowan.edu/etd/2357
