The Role of Background Knowledge in Reading

INTRODUCTION The spread of technology over time has spread more than ever, but there is a great deal of knowledge and information that requires individuals to respond more quickly to these worldwide developments. One of the most effective ways for individuals to catch up with the world around them is to read. Reading is the skills and other skills that learners need. According to the Macmillan dictionary definition, reading is a process of recognizing written text or printed text and understanding its meaning.

We have had a hot debate in the field of reading but this particular topic was not: background knowledge. I agree that background knowledge is indispensable for reading. In other words, the more you know about a topic, the easier it is to read the text, understand the text, and keep the information. Previous research (Alexander, Kulikowich, & Schulze, 1994; Shapiro, 2004) shows that background knowledge plays a major role in reading comprehension (Hirsch, 2003).

Background knowledge plays an important role in reading comprehension and content learning; when an individual understands a particular topic, they can better remember and describe the topic better. Our experience as a teacher and research on brain and learning shows that it is easier for students to learn new information when understanding topics. Conversely, if the student is not used to the topic, there is no prerequisite information (such as past history) and learning may be more difficult.

Background knowledge is not the main point of education to help students enjoy the accuracy of reading and learning. Background knowledge is essential for understanding, building connections, and understanding important ideas. Background knowledge is the foundation of all academic research. Evaluating, activating and building previous knowledge without the time is like responding to asking him to play like a professional player in a big game by throwing a ball to an inexperienced basketball player I will. 3. Use the materials and information of the brainstorming session to share background knowledge with students. Collect information from classroom experience and help members to think after class or at next group conference. Let students evaluate how the background of construction affects learning.

One of the most important assumptions for reading is the background you bring. Cunningham and Allington (1994) argue that background knowledge is an important part of reading comprehension. They cite the study (Pearson and Fielding, 1991), which can be a very strong determinant of his or her ability to understand the text of which he or she is reading the amount of prior knowledge that the reader has . Pressley et al. (1990) support the findings of this survey. Because they are more likely to have the ability to remember relevant information by readers with a well developed knowledge base. Background knowledge helps students interpret the reading in a personal way. Therefore, the teacher needs to teach the students how to use their background knowledge as a strategy to understand the text. Therefore, it can be thought that the strong prior knowledge base has a big influence on the ability of the reader to understand the text.