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Background knowledge plays an important role in reading comprehension, because the more we know about a topic, the easier it is to make sense of what we read. Research has repeatedly shown that background knowledge plays a significant role in how well students comprehend what they read, making it an important part of our job as parents and teachers to help them build it ( Reading Rockets ). Background knowledge supports comprehension in many ways. For example, authors do not explain every word they use in a story—instead, they assume the reader already knows certain things. For example, a reader might encounter a word with multiple meanings, such as the word bat . A student reading a story about baseball will likely understand that bat refers to a piece of equipment used to hit the ball, not a small nocturnal animal that flies around at night. Background knowledge also helps readers build new knowledge on top of what they already know about a topic. For example, if a student knows a little something about how baseball is played and then reads about how many players are on the field and what each position is called, they will likely be able to picture the players and their field positions. They might even be able to point out the pitcher, the shortstop, the third baseman, and even the umpire—and just like that, they have also expanded their vocabulary. Engaging in rich discussions on a topic also deepens a student's understanding and increases their background knowledge, while providing the opportunity for good quality time between the parent and child. Truly a win for everyone! Reading requires students to make inferences—drawing conclusions based on evidence and prior knowledge. As students become more advanced readers, the level of inferencing they are asked to do also becomes more advanced. Background knowledge supports this process by providing the prior knowledge needed to determine what is not directly stated in the story. Without background knowledge, making inferences is much harder. Consider a student reading about a soccer player who was given a yellow card. A reader with some knowledge of the game will likely be able to infer that the yellow card is some sort of warning or penalty, but a reader who does not have this background knowledge might struggle to make sense of the passage because they have no familiar concept to connect it to. While firsthand experiences are one meaningful way to build background knowledge, they are not the only way. Children can also build knowledge through reading (especially informational texts), asking questions, and exploring topics more deeply. Informational texts, such as those found in One Minute Reader , contain rich vocabulary and concepts that naturally build background knowledge. The more children read, the more their background knowledge grows, and with it, their ability to comprehend future texts also improves. Here are some great ways to use One Minute Reader stories to build background knowledge and make summer memories at the same time:

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