Helping students make connections between prior knowledge and the texts they read is among the practices most consistently related to student growth¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Title I schools from prekindergarten through grade 3, helping students make connections between their prior knowledge and the texts they read is one of the practices most consistently related to student growth in language and comprehension outcomes. → Hanley Chiang 2017

Evidence¶

Hanley Chiang 2017¶

Hanley Chiang, Elias Walsh, Timothy Shanahan, Claudia Gentile, Alyssa Maccarone, Tiffany Waits, Barbara Carlson, Samuel Rikoon. (2017). An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee

q2 · i? · associational · r?

The Key Findings list names this practice among those most consistently related to student growth, from the exploratory study of instructional practices in prekindergarten through grade 3 in Title I schools. No effect size is printed on the page.

"Helping students make connections between their prior knowledge and the texts they read• Promoting higher-order thinking by asking questions that require students to analyze information, explain their thinking, and develop new ideas"

Discussion¶

Related Claims¶

• Focusing students' attention on the meaning of a text before reading, such as introducing the topic and encouraging predictions, is among the practices most consistently related to student growth — related
• Engaging students in defining new words during or after reading a text is among the practices most consistently related to student growth in language and comprehension — related
• Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth — related
• Advance organizers aided learning in a 1980 meta-analysis, but activating prior topic knowledge did not improve primary pupils' text comprehension in one experiment — related
• Students' prior knowledge about a topic impacts their understanding of text as they read — related