California Teacher Credentialing Examination (CSET) Practice Test

Linking instruction to prior knowledge is a crucial strategy in remedial reading instruction because it allows students to build on what they already know, making new information more relatable and easier to understand. When learners can connect new skills and concepts to their existing experiences or knowledge, it promotes better retention and understanding. Recognizing and utilizing a student’s prior knowledge fosters a sense of relevance and enhances engagement, which is particularly important for students who struggle with reading.

In contrast, ignoring prior knowledge would create a disconnect for the learner, potentially making new information overwhelming and less likely to stick. Focusing solely on comprehension is beneficial, but without supporting skills and building on what has already been learned, it may not address the root issues that students face in reading. Increasing the pace of instruction could lead to frustration and confusion, as it does not take into account the necessity for solid foundational knowledge before advancing. Thus, linking instruction to what students already know is essential for effective remedial reading instruction.