#113: The Secret to Better Comprehension? Use What Kids Already Know With Zaretta Hammond
The Reading Comprehension Problem No One Talks About
You’ve followed the phonics scope and sequence. You’ve taught sight words, practiced fluency, and even added comprehension questions at the end of your read alouds But your students still aren’t getting it. They can read the words — but the meaning? It slips right through their fingers.
If this sounds familiar, you’re not alone.
In this episode of The Science of Reading Formula Podcast, guest expert Zaretta Hammond reveals a powerful — and often overlooked — key to comprehension: using what students already know to help them make sense of new texts.
When you leverage students’ background knowledge, you’re not just helping them understand stories — you’re helping them build confidence, make connections, and actually enjoy reading.
Why Background Knowledge Matters More Than You Think
Reading comprehension doesn’t start with the text. It starts with the reader. Specifically, what that reader already knows about the topic, the vocabulary, the structure of the language, and the world around them.
Zaretta Hammond explains that this existing knowledge — often referred to as schema — acts like Velcro. New information sticks more easily when there’s something familiar to attach to.
“We’ve got to mix the new with the known,” Hammond says. “If we don’t, students can’t process the new information in meaningful ways.”
And this doesn’t mean you have to throw out your curriculum or create brand new lessons. It’s about taking what you already do and layering in intentional moments where students can activate and connect their background knowledge.
Actionable Ways to Use What Kids Already Know
Ready to boost comprehension without overhauling your reading block? Here are simple, research-backed ways to tap into your students’ background knowledge:
1. Preview and Connect Before Reading
Take a minute or two to build context before diving into a story. Ask:
- “What do you already know about this?”
- “Have you ever seen or done something like this?”
- “What do the pictures make you think of?”
2. Teach New Content by Anchoring to the Familiar
Let’s say you’re teaching about animal migration. Instead of jumping straight into vocabulary like “instinct” or “habitat,” you could begin by asking students how they feel when the seasons change or if they’ve ever taken a trip during the holidays. Those experiences become the “hooks” for new learning.
3. Use Stories and Analogies from Students’ Lives
When introducing a new concept, use examples that reflect your students’ worlds. If most of your students live in urban areas, describing a prairie dog colony might not land, but comparing it to a busy apartment building just might.
Hammond emphasizes that this isn’t about changing what you teach. It’s about adjusting how you introduce it.
4. Encourage Students to Make the Connections Themselves
Instead of always explaining how the story relates to their life, ask students:
- “Does this remind you of anything you’ve seen or done?”
- “Why do you think the character acted that way? Would you do the same?”
The goal is to help them practice thinking about their thinking — a skill strong readers use constantly.
5. Be Aware of Background Knowledge Gaps — and Build Bridges
Some students may not have experience with the settings or situations in your texts. That’s okay. Your job isn’t to fix that — it’s to bridge it.
- Use visuals, videos, or real objects when possible.
- Pre-teach vocabulary in context.
- Give a quick “anchor experience” like a mini science demo or a shared read-aloud that builds common knowledge.
In This Episode, You’ll Discover:
- Why comprehension isn’t just about decoding or answering questions.
- How to use students’ background knowledge to build meaning.
- What schema is — and why it’s essential for reading success.
- Practical strategies for mixing the “new with the known.”
- How to support students who seem disengaged or disconnected from texts.
Bringing It All Together
If your students are struggling with comprehension, it’s not always about doing more. Sometimes it’s about doing something slightly different.
Zaretta Hammond reminds us that reading comprehension isn’t just a skill — it’s a conversation between the reader and the text. And that conversation starts with what the reader brings to the table.
By intentionally using what your students already know — their experiences, their questions, their background knowledge — you can help them unlock deeper understanding, stronger connections, and real reading growth.
Want More Support? Join The Science of Reading Formula
Ready to feel confident supporting every reader in your room — including the ones who still struggle? Join The Science of Reading Formula and get the tools, training, and support you need to implement reading science with success.
Your students already bring so much to the table. Let’s use it to help them thrive.
LINKS
Zaretta’s Ready4Rigor website // LinkedIn // Book
Become a Science of Reading Formula member!
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