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Impact Of Building Background Knowledge on Reading Comprehension  \nSusanne Nobles – ReadWorks Daniel Anderson-BRT Manjula Raman-ReadWorks Katy Laird – ReadWorks Gerald Tindal-BRT  \nUniversity of Oregon  \nPublished by  \nBehavioral Research and Teaching University of Oregon • 175 Education  \n5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541-346-5689  \n[http://brt.uoregon.edu](http://brt.uoregon.edu)  \nCopyright © 2018. Behavioral Research and Teaching. All rights reserved. This publication, or parts thereof, may not be used or reproduced in any manner without written permission .  \nThe University of Oregon is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex , age, marital status, disability , public assistance status, veteran status, or sexual orientation . This document is available in alternative formats upon request.  \nAbstract  \nThis study was premised on the importance of vocabulary in comprehending text. Critical findings from both the National Reading Plan (NRP) and the National Reading Technical Assistance Center (NRTAC) frame this study, both in the intervention that was implemented and in the manner in which outcomes were measured. Using expository passages developed by ReadWorks, teachers implemented an ‘Article-A-Day’with students reading brief expository passages. In this particular study, the passages focused on endangered plants and their survival, though the full domain of passages available in ReadWorks is extensive and addresses many other topics . The primary question was whether this strategy was more effective in supporting reading comprehension than when students did not consistently read passages on a daily basis . For five days, students read successive passages and , within two days of reading the last passage, completed an assessment that was based on a similar (but unfamiliar) passage with key targeted words omitted (using a maze format) . Significant differences were found in the performances of these two groups, with students in the Article-A-Day treatment group performing higher than students in the control group. The most important implications of this study include the systematic focus on building background knowledge , including vocabulary, in reading comprehension instruction in which the active ingredients reflect findings from previous research.  \nIntroduction  \nNearly 20 years ago, the National Reading Panel (NICHD, 2000) outlined the primary areas to address in teaching children to read, using a five component framework: alphabetics (phonemic awareness and phonics), fluency, vocabulary, and text comprehension. In this study, we address vocabulary. As the subgroup from the NRP noted: “Vocabulary occupies an important position in learning to read. As a learner begins to read, reading vocabulary encountered in texts is mapped onto the oral vocabulary the learner brings to the task”(p. 4-15) . This subgroup then cited a number of studies depicting comprehension gains and improvement on semantic tasks as the results of vocabulary learning, though the measurement of vocabulary can take many different forms. In citing important strategies for teaching vocabulary, they noted“that high frequency and multiple, repeated exposures to vocabulary material are important for learning gains. In accordance with this finding, a trend was also noted that extended and rich instruction of vocabulary (applying words to multiple contexts, etc.) was superior to less comprehensive methods”(p. 4-22) . Other instructional practices that appeared influential included direct instruction, active engagement of students, pre-instruction, and use of rich contexts.  \nIn a follow-up review of research on vocabulary instruction, the National Reading Technical Assistance Center (TR","cbCaivvoeO2Pw4Iw","https://ap.wps.com/l/cbCaivvoeO2Pw4Iw","pdf",1590035,32,"English","# Abstract\n# Introduction\n## Vocabulary and Reading Instruction Framework\n## Research Synthesis on Vocabulary Instruction\n## Article-A-Day Program Design and Rationale\n## Pilot Study Goal and Research Question","[{\"question\":\"What was the study’s primary focus and research rationale?\",\"answer\":\"The study examined how vocabulary supports text comprehension, using prior findings on vocabulary instruction and background-knowledge building to frame the intervention.\"},{\"question\":\"How did the Article-A-Day intervention work in this study?\",\"answer\":\"Teachers had students read brief ReadWorks expository passages daily, with a consistent routine intended to build background knowledge and vocabulary.\"},{\"question\":\"How was vocabulary knowledge measured during the assessment?\",\"answer\":\"Within two days after the last passage, students completed a maze-form assessment based on a similar but unfamiliar passage with key targeted words omitted.\"}]","Technical Report - Article-A-Day: Using a Maze Assessment to Test the Impact Of Building Background Knowledge on Reading Comprehension | PDF",1792043551,81]