#115: The Secret to Reading Comprehension No One Talks About with Doug Lemov
When I First Realized My Comprehension Lessons Weren’t Working
I still remember the day one of my strongest readers stared blankly at me after reading a passage. She had sounded out every word flawlessly… but when I asked her what it meant, she shrugged.
That moment stuck with me.
Because I had followed all the strategies: predicting, questioning, visualizing.
But something was missing—and I didn’t know what it was yet.
Turns out, I was skipping the one thing that makes or breaks comprehension: building background knowledge.
What the Science Really Says About Comprehension
We’ve been told for years to teach comprehension strategies like “finding the main idea” or “making inferences.” But the truth? Those strategies only work when kids already understand the topic they’re reading about.
Doug Lemov, author of The Teach Like a Champion Guide to the Science of Reading, explained this beautifully on the podcast.
“You make inferences about things you know a lot about… If you don’t have that background knowledge, the inferences fall apart.”
Think about it: if you read a passage about baseball but don’t know how the game works, you’ll miss everything the author didn’t say directly. The same goes for our students.
So what’s the real key to comprehension? Give students the knowledge they need before they read.
3 Ways to Build Background Knowledge in K–2 Classrooms
Let’s break this down into simple, doable strategies you can start using this week.
1. Preload Knowledge with Mini-Lessons
Before reading, take 3–5 minutes to explain tricky concepts, especially:
- Unfamiliar vocabulary
- Historical context
- Concepts tied to culture, science, or geography
Example: Before reading Number the Stars, introduce the idea of “rationing” during WWII. That one word can unlock an entire chapter for students.
“Even very simple words can trip students up—and we’re not even alert to them.”
2. Treat Vocabulary as Knowledge, Not Guessing
Stop asking kids to guess word meanings. Instead:
- Give them a clear definition.
- Let them apply it in playful, low-stakes ways.
- Use it repeatedly across the week.
Try this: “Caustic means harsh or unforgiving. What’s a caustic comment a talent show judge might make?”
3. Use Read Alouds to Transfer Knowledge
Reading aloud whole books builds shared experiences and background knowledge.
Doug put it best:
“Books matter profoundly… If you can bring the text back into your classroom and read it aloud with your students, you are winning in your teaching.”
The key is not just what you read, but how you read it. Use expressive voices, pause to explain cultural references, and build excitement around new ideas.
In This Episode, You’ll Discover:
- Why comprehension isn’t a transferable skill—and what that means for your teaching
- The #1 mistake teachers make when planning comprehension lessons
- How to build background knowledge without turning your classroom into a lecture hall
- The science-backed reason vocabulary should never be taught through guessing
- How reading aloud builds community and comprehension
Bringing It All Together
Reading comprehension isn’t about teaching generic strategies—it’s about giving students the mental Velcro that helps new information stick.
That starts with:
- Prioritizing background knowledge
- Teaching vocabulary directly
- Making time for shared reading experiences
It’s not more work—it’s a smarter, more joyful way to teach.
Want More Support? Join The Science of Reading Formula
If you’re ready to ditch the guesswork and finally feel confident teaching comprehension in a way that works, you’ll love The Science of Reading Formula.
It’s your roadmap to using the latest research with step-by-step support, practical tools, and real teacher examples.
👉 Join The Science of Reading Formula
LINKS
Teach Like a Champion Website / Book (Amazon affiliate link)
Become a Science of Reading Formula member!
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