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  • The importance of content knowledge for elementary teachers

    July 8, 2021

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    Endnotes
    1. Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(2), 1-27.
    2. Recht, D. R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80(1), 16; Schneider, W., Körkel, J., & Weinert, F. E. (1989). Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. Journal of Educational Psychology, 81(3), 306.
    3. Tyner, A. & Kabourek, S. (2020) Social Studies Instruction and Reading Comprehension: Evidence
      from the Early Childhood Longitudinal Study
      . Washington D.C.: Thomas B. Fordham Institute. Retrieved from https://fordhaminstitute.org/national/resources/social-studies-instruction-andreading-comprehension.
    4. National Academies of Sciences, Engineering, and Medicine (2019). Monitoring Educational Equity. Washington, D.C.: The National Academies Press. https://doi.org/10.17226/25389. Retrieved from https://www.nap.edu/catalog/25389/monitoring-educational-equity.
    5. For example, 2015 science assessment data finds that 51% of white students were proficient or advanced, compared with 15% of Black students and 21% of Hispanic students. This same year, 55% of students who were not eligible for the National School Lunch Program (NSLP) scored proficient or advanced, compared with only 22% who were eligible for the NSLP. National Center for Education Statistics. (2015). National Assessment of Educational Progress: 2015 Science Assessment. Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education. Retrieved from https://www.nationsreportcard.gov/science_2015/#acl?grade=4.