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

by Robert J. Marzano

In Building Background Knowledge for Academic Achievement , Robert J. Marzano shows how a carefully structured combination of two approaches—sustained silent reading and instruction in subject-specific vocabulary terms—can help overcome the deficiencies in background knowledge that hamper the achievement of many children. Readers will learn
* The principles that underlie an effective sustained silent reading program

* A five-step process for using sustained silent reading to enhance background knowledge

* The defining characteristics of effective vocabulary instruction

* A six-step process for direct instruction in vocabulary in each discipline

* The vocabulary terms critical to students' success in every academic subject
Vignettes suggest how the recommended reading and vocabulary instruction programs might be implemented in elementary schools, middle and junior high schools, and high schools. The book also includes a list of 7,923 vocabulary terms culled from the national standards documents and other publications, organized into 11 subject areas and 4 grade-level categories. With its research-based recommendations and step-by-step approach, Building Background Knowledge equips educators with the tools they need to help close the achievement gap and enable all students to succeed.

Genres: Education, Nonfiction, School, Teaching, Collections

219 pages, Paperback

First published January 1, 2004

Reviews

[Jessica Jang · Rating 3 out of 5]

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.

[Brianne · Rating 3 out of 5]

Not as many tangible strategies on HOW to build background knowledge for students, but moreso some research demonstrating why it was important.
Might be good for someone who needs research, but probably not for someone who is looking for things to try in the classroom.

[Elie · Rating 2 out of 5]

As a classroom teacher looking for practical ways to improve my vocabulary instruction, I found this book lacking in practical teaching practices. The 8 principles and 6 steps were useful, but I would have appreciated examples.

[Kathleen O'Mara · Rating 5 out of 5]

Excellent book to read if you are teaching in a poverty area. Students have extensive gaps in background knowledge. This book provides ideas and information about how to consider approaching gaps in knowledge and what gaps are likely to exist.

[Seth the Zest · Rating 5 out of 5]

I plan on hanging onto my copy for a very long time and changing instruction based on its recommendations. Fantastic read for a teacher.

[LB]

I'm on the 4th principle of 6 in chapter 2. I've found this section problematic starting with the very first sentence: "...one 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't to be petty. It's to point out that there is a reason that this book is difficult to read. In many places it's not written clearly. Another example is the Collins and Quillian research he mentions in this section--in a completely circular way. Marzano writes, "If it is true that information closest to the top of the hierarchy is the most available, then we should remember the top-level information more quickly..." That's if. That means it is a supposition that needs testing.

Later he says, "Time taken to validate the accuracy of a sentence was considered an indication of the information's place within the hierarchy." But I thought that was the "if" part. So, we know that subjects in the experiment took more time to validate the accuracy of some statements than others. But we don't know IF that means it is an indication of that information's place in the hierarchy.

I'm having difficulty with his comparison of the hierarchy of the knowledge ofa word and the taxonomies of knowing vocabulary words. They don't seem to match up. If they do, Marzano has not been able to elucidate that point adequately.

I am finding some interesting ideas in this book, but there's so much chaff that it's difficult to find and perceive the grain.

[Beverly Kennett · Rating 4 out of 5]

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 subject matter that would be helpful in broadening the background knowledge for students. The author's philosophy is that these words will aid students in their educational careers, they are not required for success outside of a school setting, which other proponents of vocabulary study believe should be the focus.

[Andrea · Rating 3 out of 5]

I taught college students for 26 years and now am in a position which requires that I design curriculum and train teachers for high school students. So, I decided I should read some “classics” of current pedagogy. This book was highly recommended. It felt like even though the book was short, it was still far too long for the presentation of basically two strategies. One, sustained silent reading, is much better explained in other works. The second, subject specific vocabulary study seemed, well, obvious? Apparently, while I was busy teaching people, it became standard practice in educational theory to cite other theorists who have no quantifiable data but have made up some cool terms like “self system” so they sound scientific. 130 pages of text to make 20pages worth of points.

[Trasa · Rating 4 out of 5]

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 the vocabulary to things already in their lives, so descriptions are more valid and efficient than definitions. I will definitely be adding this to my arsenal.

[Pen63 · Rating 5 out of 5]

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 · Rating 4 out of 5]

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.

[Andria · Rating 2 out of 5]

Good book for work. Low rating only bc it was a book I read for professional purposes and not pleasure.

[David · Rating 4 out of 5]

Excellent!