Connecting to Prior Knowledge
"Prior knowledge about a topic speeds up basic comprehension and leaves working memory free to make connections between the new material and previously learned information, to draw inferences, and to ponder implications." (Hirsch, 2003, p.13)
Connecting to prior knowledge describes how readers make connections between what is known and what is being learnt through reading. Importantly, it also refers to HOW these connections help the reader understand the author's message. Such experience and knowledge with a topic allow the reader to make a bridge between what they know and the text, in order to make sense of what they are reading, and understand an author's message.
Connections to Prior Knowledge are divided into three types of connections; text-to-self, text-to-text and text-to-world. Below is a brief description of each and examples with respect to a hypothetical text on car racing.
Text-to-self - Emanates from readers' personal experience and knowledge of the topic e.g. a day at car racing with uncle.
Text-to-text - Emanates from readers experience with text on the same topic e.g. Car racing magazine they have read.
Text-to-world - Emanates from shared, community, and world knowledge in relation to the topic. e.g. the Australian Grand Prix.
The importance and advantage of prior knowledge points to students having access to a wide range of texts and the opportunity to read many texts, particularly non-fiction.
Connections to Prior Knowledge are divided into three types of connections; text-to-self, text-to-text and text-to-world. Below is a brief description of each and examples with respect to a hypothetical text on car racing.
Text-to-self - Emanates from readers' personal experience and knowledge of the topic e.g. a day at car racing with uncle.
Text-to-text - Emanates from readers experience with text on the same topic e.g. Car racing magazine they have read.
Text-to-world - Emanates from shared, community, and world knowledge in relation to the topic. e.g. the Australian Grand Prix.
The importance and advantage of prior knowledge points to students having access to a wide range of texts and the opportunity to read many texts, particularly non-fiction.
Questions and ideas for the Classroom
- Using prompts such as "what do I know about the author/topic/text type that will help me understand the text?
- Reading texts that students can make connections to (e.g. biographies, recounts and narratives)
- Reading non-fiction texts that introduce students to new facts on familiar topics
- "What other points of view are there on this topic? What do I think about this topic?"
- "This text looks like something I've seen/read before. "This text reminds me of a previous text/time when...." "This text is different to the other text/the time when...."
- Have students sticky note pages that remind them of something
- Have students share what they know about a topic with the class
- Reading texts that students can make connections to (e.g. biographies, recounts and narratives)
- Reading non-fiction texts that introduce students to new facts on familiar topics
- "What other points of view are there on this topic? What do I think about this topic?"
- "This text looks like something I've seen/read before. "This text reminds me of a previous text/time when...." "This text is different to the other text/the time when...."
- Have students sticky note pages that remind them of something
- Have students share what they know about a topic with the class
In the classroom...
Select books students can relate to. The above text provides good opportunities for learners to make text-to-self, text-to-world, and text-to-text connections as it presents themes such as bullying and acceptance of difference.
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Graphic organisers assist students organising information they already know
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K-W-L Charts also help students think about what they know and further, what they have learnt and what they want to know.
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Further Resources
http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-making-connections-228.html
http://www.interventioncentral.org/academic-interventions/reading-comprehension/prior-knowledge-activating-known
http://www.k12reader.com/worksheet/using-prior-knowledge/
http://ohiorc.org/adlit/strategy/strategy_each.aspx?id=000007#what2
http://www.interventioncentral.org/academic-interventions/reading-comprehension/prior-knowledge-activating-known
http://www.k12reader.com/worksheet/using-prior-knowledge/
http://ohiorc.org/adlit/strategy/strategy_each.aspx?id=000007#what2
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