Building background knowledge orally is the “secret sauce” of Core Knowledge’s reading program, writes Robert Pondiscio.
Freed from the cognitive work of decoding, children can more readily understand a story with sophisticated vocabulary when it’s read out loud than if they had read it on their own.
. . . This is critical for children from low-income homes and especially those where English is a second language. They usually come to school on Day One with smaller vocabularies and less background knowledge of the world than more advantaged kids, who tend to hear more rich and complex language at home and enjoy more opportunities for language and knowledge enrichment. . . . If we wait until a child can read independently to build background knowledge and vocabulary, we are almost certainly cementing their knowledge and language deficits permanently in place. If you’re not building background knowledge, you’re not teaching reading.
Also on Core Knowledge Blog: ‘Opinion is to Knowledge as Dessert is to Vegetables.’
Elementary reading books are short on non-fiction, but California’s new readers are a small step in the right direction, writes Dan Willingham on his blog. He agrees that background knowledge is critical for reading comprehension.