The science of reading emphasizes explicit instruction in five aspects of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also includes the concept of knowledge-building, developing the acquisition of knowledge that supports reading comprehension.
Research indicates that students who have greater background knowledge usually understand texts more easily. Brain science suggests this may be because background knowledge reduces the cognitive load required to make sense of complex material; it frees up the mental space needed for deeper learning and synthesis.
Dr. Barrie Olson, vice president of reading curriculum and instruction at Curriculum Associates, believes that, in addition to background knowledge, students must engage in both synthesis and communication to enhance comprehension. She says that “classroom instruction often treats knowledge as static. But it’s constantly evolving. And so I’m really interested in not what kids know, but what they do with what they know.”
Synthesis is about putting all the pieces of information together to create something new. But if that synthesis doesn’t move beyond the student’s head, it doesn’t necessarily lead to comprehension. That’s why they need to communicate the information to others. Barrie calls this the “cycle of knowledge.”
This cycle operates differently in the classroom than has been traditionally done. The teacher might begin by introducing the anchor text — the one that sparks curiosity and raises big questions. Then they work backward and ask: What do the students need to know to truly engage with this text? What gaps exist that need to be filled? How can I make this topic come alive for them?
Once they have the knowledge, they need to share it in an authentic way. Let’s say the topic is volcanoes; maybe the teacher should put students in the minds of volcanologists. They can create a multimedia presentation to explain what happened at a famous volcano like Mount St. Helens and present it to another group of students. This goes beyond just summarizing a set of facts; students get to apply what they’ve learned and communicate it like a scientist might.
According to Barrie, it’s only when students know where they’re headed and why it matters that you get true engagement. “The thinking process is not visible unless you emphasize it and give students opportunities to show how they synthesize their ideas. The thinking piece is what connects it all.”
Source:
Weinstein, Ben. (Aug. 20, 2025). “What if Literacy Instruction Went Beyond Building Knowledge?” Curriculum Associates. Retrieved from https://www.edsurge.com/news/2025-08-20-what-if-literacy-instruction-went-beyond-building-knowledge.
