THE INFLUENCE OF BACKGROUND KNOWLEDGE ON READING COMPREHENSION
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Abstract
This study explores the impact of background knowledge on reading comprehension, with a specific focus on how pre-existing knowledge shapes individuals’ understanding of complex texts. Through assessing high school students with different levels of background knowledge, we investigate the correlation between familiarity with subject matter and reading comprehension outcomes. Using a mixed-methods approach, including quantitative analysis of comprehension scores and qualitative feedback, we found that background knowledge significantly enhances reading comprehension. The study’s findings imply that educational strategies that include pre-reading knowledge-building activities can help students with varying levels of familiarity with academic topics, contributing to more equitable learning outcomes.
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References
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