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Comprehensive Definition
Background Knowledge, often referred to as Schema, is the vast network of prior knowledge, experiences, concepts, facts, vocabulary, and cultural understanding that a person brings to a learning situation or a text. It is essentially the mental framework that organises information in the brain.
In the context of literacy and comprehension, schema acts as the "hook" for new information. When a student reads a text, they use their existing background knowledge to make connections, interpret new ideas, infer meaning, and predict outcomes. Strong background knowledge in a topic makes reading comprehension significantly easier, faster, and deeper.
A lack of relevant background knowledge is one of the most significant barriers to reading comprehension, even for students with excellent decoding skills.
Practical Example
If a student is reading a passage about a cricket match, a student who has schema about the rules, terminology (e.g., wicket, boundary, umpire), and culture of the sport will easily understand the text. A student with zero background knowledge on cricket may decode all the words correctly but will struggle to form a coherent mental model of the events being described.
FAQs
Q: How does Schema relate to Language Comprehension?
A: Schema is a core component of Language Comprehension. According to the Simple View of Reading (RxLC = RC), reading comprehension is the sum of both reading the words accurately and having the necessary language comprehension to understand what was read. Language comprehension is made up of many different components (as detailed in Scarborough's Reading Rope). One area known as background knowledge (schema) provides the context necessary to interpret the vocabulary, figurative language, and rhetorical structure of a text.
Q: What is the primary difference between Background Knowledge and Vocabulary?
A: Vocabulary (specifically Tier 2 and Tier 3 words) is the tool used to express or understand concepts, while Background Knowledge (Schema) is the concept itself. For example, knowing the word photosynthesis is vocabulary; understanding the process of how plants convert light into energy is background knowledge. Both are essential.
Q: Can you build Background Knowledge through reading?
A: Absolutely. Reading is one of the most powerful mechanisms for building schema. When students read widely across different genres and subject areas, they continuously acquire new facts, concepts, and vocabulary, which then strengthens their schema for future reading experiences. However, background knowledge can be built through real life experiences and discussions too.
