37
•
Grammar, such as through bite-sized video content
like the Grammar Miniclips
series.
6. Use prior knowledge to make connections
Each student brings unique prior knowledge to their reading education. This knowledge
is the sum of all experiences they bring to the reading or viewing of a text. This could
include
personal experiences, cultural or religious experiences and concept
knowledge. Prior knowledge helps young readers
infer meaning from text, a skill
recognized as a predictor of reading comprehension at various developmental stages and
one of the drivers of sophisticated reading ability. An early
reader can activate prior
knowledge and make connections at each stage.
•
Before reading, they could ask ‘What do I already know about this topic?’
•
During reading, they could reflect ‘This part of the text is just like…’
•
After reading, they could offer ‘I know more about this topic now.’
Dostları ilə paylaş: