Building Background Knowledge in Science Improves Reading Comprehension

Student in a library playing with dinosaurs

A new study led James Kim at the Harvard Graduate School of Education finds promising results from a literacy program in elementary schools. Kim’s study tested out content literacy intervention in elementary schools by building up background knowledge in science and social studies. The study found that providing frameworks assisted kids in developing a schema which he describes as “a mental framework that helps [students] organize, acquire, and apply knowledge.”