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

Front Cover
ASCD, 2004 - Education - 219 pages

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.


What people are saying - Write a review

We haven't found any reviews in the usual places.


The Importance of Background Knowledge
Six Principles for Building
Tapping the Power of Wide Reading
Building Academic Background Knowledge
Six Steps to Effective
Defining an Academic Vocabulary
Setting Up a Schoolwide
Technical Notes
About the Author

Other editions - View all

Common terms and phrases

About the author (2004)

Dr. Robert J. Marzano is CEO and co-founder of Marzano Research Laboratory, which specializes in school reform efforts to enhance student academic achievement. Over his 40 years in education, the central theme of his work has been translating research and theory into practical programs and tools for teachers and administrators. He is the author of more than 30 books, 150 articles, and more than 100 curriculum guides and related materials for teachers and students.

Bibliographic information