Building Content Knowledge to Boost Comprehension in the Primary Grades

By Sonia Q. Cabell, HyeJin Hwang. Reading Research Quarterly, 2020

89 citations recorded by the source corpus.

Well-established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. In this article, we explicate why knowledge building in English Language Arts instruction (i.e., content-rich ELA instruction) can support language and content knowledge, leading to better linguistic and reading comprehension, based on theoretical arguments and empirical studies. In particular, we review the evidence on this claim, paying special attention to experimental trials conducted in K-2 settings. We also share preliminary findings from a novel intervention study testing one instantiation of a widely used content-rich ELA curriculum. Whereas this growing literature base demonstrates evidence of promise, further rigorous trials are needed to examine the efficacy of this integrative approach to teaching reading for understanding.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/bcdf88d430464de006b0509e2b1d09b8f33d92b6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nell K. Duke
2. P. David Pearson
3. Alessandra E. Ward
4. Kelly B. Cartwright

In Language and Linguistics

1. P. David Pearson
2. Nell K. Duke

Citations in the corpus

• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “…knowledge A body of information acquired over time through experiences, such as formal education and daily activities within one’s cultural group(s) Cabell and Hwang (2020) Reading-specific background knowledge Knowledge specific to understanding written language, such as knowledge of common…”
• The Science of Reading Comprehension Instruction (2021, background): “However, research to date has suggested positive effects of content knowledge building on comprehension development (e.g., Cabell & Hwang, 2020; Cervetti, Wright, & Hwang, 2016; Connor et al., 2017, although this study incorporated some strategy instruction as well).”