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VOCABULARY DEVELOPMENTA wordrecognitionhavelongbeenrecognized as crucial tosuccesfulbottom-up decodingskills.
Learningvocabularyisalsolearningthe conceptual knowledgeassociatedwiththeword.
Animportantpart of teachingbackgroundknowledgeisteachingthevocabularyrelatedtoit, and, conversely, teachingvocabularymay mean teaching new concepts, new knowledge.TOP-DOWN PROCESSINGStevens increadeslearningfromtextcomparedwith a control groupforbyteachingthemrevelantbackgroundinformationforthatpassage.
Hayes and Tierneyfoundthatbackgroundinformationrelatedtothetopictobelearnedhelpedreaderslearnfromtextregardless of howthat back groundinformationwaspresented.
Pearson and Johnson proposethe use of wordassociationtasks in instructionssettingstoyield a diagnosis of whatstudentsalreadyknow.
Teachersmaygoorganizetheassociationintotheform a “semanticmap”: Example: (look theimage)
Pre –readingactivitiesmustaccomplishbothgoals: building new backgroundknowledge  as well as activatingexistingbackgroundknowledge.ACTIVATING BACKGROUND KNOWLEDGEORGANIZED METHODS:There are methodsthat are alreadypublished  and accesible in thepedagogicalliterature.ThelanguageexperienceapproachDirectedreading-thinkingactivityTheexperiancetext-relationshipThe pre-reading planTheSurvey-question-read –recite-reviewmethodAll of thesemethodstrainthereader do somethingbeforereading in orderto active appropiatebakcgroundknowledge. Thisgivesthereader a purpose  of reading.Thereader do somethingafterreadingtosynthesizethe new information (discussingthetextorwritingtheirinterpretations.)

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Summary of thematization