ABSTRACT
What readers comprehend and learn from their reading depends in part on the knowledge that they bring to the text. In this chapter, the authors describe theoretical accounts of the role of knowledge in reading, and they examine the extensive body of research on topic, domain, general, and cultural knowledge in reading, including the relationships among these forms of knowledge, reading skill, and language development. This review substantiates the critical role of knowledge in reading and identifies promising areas for future research and practice, including the development of disciplinary and knowledge-enriching literacy instruction.
