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Building Background Knowledge for Academic Achievement: Research on What Works in Schools

3.88  ·  Rating Details  ·  121 Ratings  ·  9 Reviews
Discover how a carefully structured combination of two approaches--sustained silent reading and instruction in subject-specific vocabulary--can help rescue low achievers and boost the academic performance of all students.
Paperback, 219 pages
Published January 1st 2004 by Association for Supervision & Curriculum Development
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Jessica Jang
Oct 02, 2015 Jessica Jang rated it liked it
I feel like this book could have skipped all the statistics and just said show pictures for vocabulary words and give examples, because the reason some children don't learn is because they've never heard of it before.
Mar 03, 2013 Dayla rated it it was amazing
I first heard Robert J. Marzano speak at a School Administrators' conference. He concentrated his talk at that time in 2000 on why grade level standards were so important. He provided two reasons for his subject:

1. Standards are important for Students: Students were not receiving accurate feedback about their actual proficiency on a certain subject, if all students in that grade level were graded on a bell curve. This meant that in a particularly onerous school, say Leuzinger High School in Lawn
Nov 07, 2009 LB marked it as to-read
Recommended to LB by: Sue O
Shelves: education
I'm on the 4th principle of 6 in chapter 2. I've found this section problematic starting with the very first sentence: " of the most interesting characteristics of background knowledge is that it does not have to be detailed to be useful."

Detail, or lack thereof, would be a characteristic of background knowledge. But the first sentence doesn't say that. It is an implication of the research about background knowledge, but it isn't a characteristic of background knowledge itself.

My point isn
Beverly Kennett
Jan 27, 2014 Beverly Kennett rated it really liked it
Shelves: info-bios
The author explains the problem of educational disadvantage of limited background knowledge clearly. There was a great deal of information about teaching vocabulary as a means to increase background knowledge, both in types of words to teach and strategies to make the instruction the most beneficial in terms of helping students continue to learn definitions and understand concepts outside of direct instruction.

The appendix of the book includes detailed lists of VOCABULARY words divided by subje
Dec 22, 2012 Trasa rated it really liked it
Shelves: education
Pretty good, very detailed book on how to increase background knowledge in content areas for students, especially those with little access to background knowledge on their own (kids in poverty-stricken areas, for example). The discussion of how memory works is fascinating, and Marzano's conclusion that vocabulary should be tackled far more in the classroom was an eye-opener. I particularly liked that he discussed the lack of improvement when definitions are used, and how students need to connect ...more
Jul 15, 2016 Pen63 rated it it was amazing
Read this with the Teachers Manual for full effect. This is one of the books that changed how I taught content in my middle grades math and science classes. Word study Is content study! Marzano sets out all the research which leads you into the second book, the teachers manual. Read this first, but you will want to read it again after reading the second book!
Jared Reck
Feb 20, 2014 Jared Reck rated it really liked it
Second reading of this, and I really like Marzano's focus on building academic background knowledge.

His recommendation calls for two things: a district-wide SSR program that runs through at least 10th grade; and direct, content-specific vocabulary instruction. Interesting, insightful read.
Apr 07, 2008 Andria rated it it was ok
Good book for work. Low rating only bc it was a book I read for professional purposes and not pleasure.
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