Prior knowledge in reading and comprehension

This research investigates a group of primary five students utilizing their prior knowledge as they construct meaning while reading the expository texts in the English as the Second Language (ESL) classroom. In this case, the students are viewed as bringing personal meaning actively to the reading process. The reading comprehension lessons were carried out with a group of elementary students’ reading behaviours being observed and audio-recorded and the data were collected and analyzed qualitatively. The KWLS grid was used to assist students to activate their prior knowledge by generating questions and discussion to construct meaning while reading. Activating and developing prior knowledge presents background material supporting the importance of schemata and prior knowledge for literacy development. In short, the outcome of this research showed that comprehension can and should be taught. At this time, the challenge for the field is to mesh research with reality. Students of all ages need to get the message that reading is about constructing meaning. The findings of this research were echoed in the main complaint for teachers who proclaimed that their students have no trouble with decoding but they do not understand what they read. As teachers, we must strive to move forward with the challenge and yet rewarding task of teaching students to comprehend – to activate prior knowledge and to evaluate arguments with a critical eye.