The document discusses the importance of teaching vocabulary and background knowledge to improve reading comprehension. It describes several organized methods teachers can use before and after reading to activate students' background knowledge and help them synthesize new information, including the language experience approach, directed reading-thinking activity, and the survey-question-read-recite-review method. It also explains how text mapping, networking, and flowcharting involve visually representing the relationships between key ideas in a text.

1. THEMATIZATION

2. A wordrecognitionhavelong been recognized as crucial tosuccesfulbottom-up decodingskills.

3. Learningvocabularyisalsolearningthe conceptual knowledgeassociatedwiththeword.

4. Animportantpart of teachingbackgroundknowledgeisteachingthevocabularyrelatedtoit, and, conversely, teachingvocabularymay mean teaching new concepts, new knowledge.ORGANIZED 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.)