Read e-book online Building Background Knowledge For Academic Achievement: PDF

By Robert J. Marzano

ISBN-10: 0871209721

ISBN-13: 9780871209726

ISBN-10: 1416600558

ISBN-13: 9781416600558

In construction history wisdom for educational success, Robert J. Marzano exhibits how a gently established blend of 2 approaches--sustained silent analyzing and guide in subject-specific vocabulary terms--can aid triumph over the deficiencies in historical past wisdom that abate the success of many little ones. Readers will examine * the foundations that underlie a good sustained silent interpreting software * A five-step technique for utilizing sustained silent interpreting to augment history wisdom * The defining features of potent vocabulary guideline * A six-step strategy for direct guide in vocabulary in every one self-discipline * The vocabulary phrases serious to scholars’ good fortune in each educational topic Vignettes recommend how the urged examining and vocabulary guide courses can be carried out in basic colleges, heart and junior excessive faculties, and excessive colleges. The publication additionally incorporates a record of 7,923 vocabulary phrases culled from the nationwide criteria records and different guides, prepared into eleven topic components and four grade-level different types. With its research-based innovations and step by step method, construction heritage wisdom equips educators with the instruments they should aid shut the fulfillment hole and permit all scholars to be triumphant.

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The relationship between vocabulary and background knowledge is also explicit in the research. For example, a great deal of research indicates that vocabulary knowledge is highly correlated with family income or socioeconomic status (SES), which, as we have seen, is highly correlated with background knowledge. Nagy and Herman (1984) found a consistent difference in vocabulary knowledge between students at different levels of family income. They estimated a 4,700word difference in vocabulary knowledge between high- and low-SES students.

Hart and Risley also computed the differences in vocabulary development in children from 10 to 36 months old in welfare families, working-class families, and professional families. They found 36-month-old children from welfare families have about 70 percent of the vocabulary of children from working-class families and only about 45 percent of the vocabulary of children from professional families. What is even more disturbing is the differential rates of vocabulary development in children from the three types of families.

It has been shown to work all over the world, including in the United States . . in England . . in Japan . . in the Fiji Islands . . in Ireland . . in Singapore . . and Hong Kong. . (p. vii) In summary, although schools might not have the resources to provide direct experiences for students, they do have the resources to engage students in prolonged chap2 8/10/04 12:40 PM Page 39 Building an Indirect Approach 39 reading activities through programs like SSR. Reading, however, is not the only way to generate virtual experiences.

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Building Background Knowledge For Academic Achievement: Research On What Works In Schools by Robert J. Marzano

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