THE ROLE OF PRIOR KNOWLEDGE IN ENGLISH READING COMPREHENSION

Abstrak

Article examines how prior knowledge influences reading comprehension in English. It explains that readers draw on their existing knowledge of vocabulary, topics, culture, and text structures to interpret ideas, make inferences, and connect new information with what they already know. The article also considers how limited background knowledge can make a text harder to understand, even when readers recognize many of its words. It highlights strategies teachers can use to activate and build students’ prior knowledge, such as introducing key concepts, discussing related experiences, and using guiding questions before reading. The article is relevant to English-language teaching because it shows how connecting reading materials to learners’ knowledge and experiences can support understanding and engagement