Where is connecting to prior knowledge discussed in the Ohio Academic Content Standards?
According to Helping Middle and High School Readers (Riggs & Gil-Garcia, 2001), “three types of prior knowledge are considered especially important for students as they read content-area texts: (1) knowledge about the topic, (2) knowledge about the structure and organization of the text, and (3) knowledge about vocabulary” (quoted in Frank, Grossi, & Stanfield, 2006, p. 12). If students approach a text with large gaps in any (or all) of these areas, it will be a struggle to read the text. Recognizing where these gaps lie is crucial in planning the prereading stage.
