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- Solid construction of background knowledge is what readers need for reading comprehension, especially for comprehension involving higher order thinking for complex tasks.
- World knowledge includes labels, concepts, ideas, and facts about the world organized in a meaningful way to form schemata.
- World knowledge schemata provide a frame of reference for interpreting experiences.
- Comprehension involves interaction between the reader and the text with all the background and experience at the reader's disposal.
- Gaining meaning involves constructing and activating a schema that provides a coherent explanation of objects and events in the text.
- Schemata are especially important when inferencing or "reading between the lines" is required or more than one interpretation of text is possible.
- All readers need to have sufficient schemata of world knowledge to access when reading.
- Students with learning disabilities may have specific problems that interfere with the construction of world knowledge schemata.
- When students with leaning disabilities are exposed to labels, concepts, ideas and facts, they often don't know how to organize the information into schemata that facilitate understanding, retention, or later use.
- Factors like age, sex, race, religion, nationality, and occupation help to shape the kinds of schemata a person develops.
- Students with diverse cultural backgrounds should not be considered to have a deficit world knowledge base, but rather a different one.
- As students get older, much of their knowledge is obtained by reading.
- To help students with learning disabilities construct world knowledge schemata, information should be presented in such a way that they can easily understand it, have a structure within which to organize it, and remember when they need to use it.
- Teaching devices should be considered for use when specific elements of a lesson appear to present learning demands that require more manipulation than the student can handle effectively or efficiently.
- Verbal devices, used by teachers during presentations, as well as visual devices, used to enhance these presentations, will help promote understanding, organization, and recall of critical information.
- When teaching academic subjects, it is important to tap into a variety of the memory lanes to help students remember important information.
- Although verbal rehearsal has been found to be an effective approach for learning some things, especially specific skills, there is abundant research to support the use of mnemonic devices to aid memory storage and retrieval.
- The purpose of a teaching routine is to structure instruction in such a way that potential learning difficulties are anticipated and addressed.
- Organizing information into cogent patterns that are meaningful to students is a way to develop schemata.
- Because students with deficient world knowledge often resemble those with cognitive deficits, it is wise to build an experiential base as an instructional approach to differentiating between cognitive and experiential deficits.
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