Supporting Students' Knowledge Activation before, during, and after Reading.
Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence‐based principles to consider during literacy instruction,...
| Publicado en: | Reading Teacher Vol. 77; no. 6; pp. 861 - 870 |
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| Formato: | Artículo |
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Wiley-Blackwell
May/Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=177146093&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 177146093 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: May/Jun2024 vid: 77 iid: 6 pid: 480 pub: Wiley-Blackwell artinfo: ui: 177146093 10.1002/trtr.2322 ppf: 861 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 301KB tig: atl: Supporting Students' Knowledge Activation before, during, and after Reading. aug: au: Hattan, Courtney su: Reading comprehension Students Teachers Meta-analysis Theory of knowledge sug: subj: Reading comprehension Students Teachers Meta-analysis Theory of knowledge keyword: prior knowledge activation reading comprehension ab: Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence‐based principles to consider during literacy instruction, which are drawn from a recent systematic literature review that examined prior knowledge activation instructional scaffolds. These principles are: (a) activate knowledge before, during, and after reading; (b) activate knowledge collaboratively; (c) support students in understanding connections between concepts; (d) support students in recognizing discrepancies between their knowledge and the text; (e) address misunderstandings; and (f) consider the amount of topic‐specific knowledge that students have. These principles have the potential to shift how teachers think about the role of knowledge activation throughout the reading process. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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