Lesson of Using Prior Knowledge and Experiences to Become a Better Reader

This model uses vocabulary, "causal relationship" when judging why you are crying. : It is not a story of a weeping of Kate Kreis. Please read the story and write the reason and result in the book. Stop at the end of the page and ask the students "How did you know the reason for the story?" By using the vocabulary "causal relationship", I identify the reason, "Why are you crying", draw, explain. : It is not a story of suffocation.

Schema theory explains how our experience, knowledge, emotion, and understanding affected our way of learning. Readers learn from their previous knowledge and experience to understand what they are reading. Then they use this knowledge to establish contact. (Diane Kardash, Faculty of Education, University of Alaska)

Prior knowledge: If you have experienced before, or read a specific topic, you gain insight and knowledge about that topic before reading. Learning a priori knowledge about a topic helps the reader better understand it than those without previous knowledge. If someone is already familiar with the topic, it seems mostly dominant. It provides additional support for the reader's thinking process. Inference: This is to read the facts or evidence of knowledge and speculation to reach a logical conclusion or opinion. To infer while reading is a strategy that helps you understand the text more deeply. It is best to draw a conclusion or opinion by finding two or more supplemental details in the reading paragraph. It also helps you find words or phrases that may express positive or negative intonation. Let's learn how to guess here

Reading is a complex interaction between the text, the reader and the purpose of reading and is based on the reader's previous knowledge and experience, the reader's knowledge of the languages ​​of reading and writing, and by the community of readers with culture and society It will be. Encouraging student-to-student connections helps readers keep their interests and understand the connection between reading and everyday life. Competent readers use previous personal experiences, previous knowledge and opinions to understand what they are reading. A competent reader can create text for himself, text for text, and text for the world. With guided reading clips, children make texts for themselves and text for texts. The teacher urges her to establish a connection at some point, but the child also provides the connection without prompting.