The Role of Background Knowledge in Reading Comprehension: A Critical Review

A critical review was conducted to determine the influence background knowledge has on reading comprehension of primary school-aged children. We identified twenty-three studies that met our criteria and focused links between children in mid late years. Review findings highlight higher levels have a range effects are influenced by nature text, quality situation model required, presence reader misconceptions about text. Our also indicate impacts differentially stronger weaker readers. Readers with lower appear benefit more from text high cohesion, while readers were able compensate somewhat for their relatively weak skills context degree knowledge. Implications early years classroom practice outlined, together suggested future research directions.