Cognitive Prerequisites For Learning To Read

Cognitive Prerequisites for Learning to Read Generally, the changes seem to be based on the cognitive prerequisites for learning to read. There are three cognitive prerequisites for learning to read: world knowledge, working and long-term memory, and attention (Bruning, Schraw, & Norby, 2011). All three of these prerequisites have their own influence on students’ ability to read.

World Knowledge First, students need to have world knowledge. World knowledge refers to students finding meaning in a passage based on their prior knowledge. If students lack the prior knowledge, they are not going to be able to fully comprehend the entire meaning of a passage. People read to be able to understand and find meaning in the words. It needs to be understood

The Common Core recognizes the necessity of needing world knowledge. The Common Core requires a heavier amount of nonfiction and informational texts to be read as well as an increase in vocabulary. By exposing students to their history and current traditions of different societies, they can better understand texts that require this knowledge. One way to read more nonfiction texts is to find short pieces to introduce a new topic or novel in class. This gives student background knowledge on what they are going to do next, plus it has then given them knowledge on the topic, if it comes up again elsewhere. To keep students interested in nonfiction or informational texts, have class discussions or debates about real world topics. Using written conversations (a discussion on paper in groups) or an online chat can also make discussions fun for students who are not so outgoing or vocal in the classroom. In addition to an increase in reading nonfiction and informational texts, the Common Core has put more focus on vocabulary to help students have a better understanding of world knowledge as well. When students are reading words that are unknown to them, they should be looking the

Students need to be able to focus on what they are reading and understand each word as they read. They also need to make connections as to what the setting is and character development. The Common Core has added new requirements in regard to pulling information from texts to support answers. This change is evident in the standards and new questions on the PSSA for both multiple choice questions and written informational and argumentative responses. Students are being asked to look for a variety of items when reading to help hold their attention. One change that has taken place in the classroom that supports both the idea of attention and the Common Core change is the new focus on close reading. Students are being asked to read a piece of literature multiple times. The first time, they are to just read it; then, the second or third time, they are to look for specific items such as spots they are confused about, changes in plot, or tone. This requires students to give their attention to the text because they have to focus to be able to find or understand all the elements within the piece of literature. The more students work with texts and dig deeper into them, the more their attention will increase, and therefore, they will better be able to understand what they are reading, which why this is one of the key shifts in the Common