Patterns of Prior Knowledge Activation in Classroom Discourse

• In Event: Individual Differences in Reading Comprehension

Abstract

Prior knowledge activation (PKA), or the process of making readers’ existing knowledge accessible, is a crucial component of reading comprehension. However, little is known regarding how teachers guide students in the activation of their prior knowledge in the classroom. Therefore, the focus of the current study was to examine the frequency with which teachers prompt students’ PKA, the nature of students’ responses to teacher prompts, and typical routines in which teachers and students engage. Twelve episodes of third through fifth grade classroom discourse were examined. Preliminary data suggest teacher prompting of PKA is a relatively small percentage of total teacher talk. Additionally, students’ initial responses often produce irrelevant or superficial connections. Finally, five routines of PKA emerge from the data.

Authors

• Courtney Hattan, University of Maryland - College Park

• Patricia A. Alexander, University of Maryland - College Park