Having a broad general knowledge is crucial for comprehending a text, even when a student possesses the ability to decode every word in it and can read it fluently. While decoding words and fluency are essential skills for basic comprehension, a rich general knowledge base enhances the depth and nuances of understanding by providing context, connections, and perspectives. Beneath that, vocabulary knowledge itself is the very foundation and building blocks from which all communication is built. 

We often underestimate and even ignore the role of knowledge in the understanding and creation of literature. With a limited vocabulary and underpinning knowledge of the world a student will find their creativity limited frustratingly. We rush students to the creative stage of an expert when in fact they may be only equipped with the toolkit of a novice that still requires scaffolding and support.

According to John Sweller’s Cognitive Load Theory, the human cognitive system has limited processing capacity. When we read, we not only process the words but also need to connect them with existing knowledge. This is where background knowledge becomes vital. Without a relevant knowledge base, our cognitive load increases as we struggle to make sense of new information.

Natalie Wexler and Alex Quigley’s work builds on Sweller’s ideas and delves into Schema Theory. This theory suggests that our brains organise information into schemas or mental frameworks. When we encounter new information, we try to fit it into these existing frameworks. If we lack the necessary background knowledge, creating a schema for the new information becomes challenging, hindering comprehension.

There are several reasons why a broad general knowledge is indispensable in this regard:

Contextual Understanding:

General knowledge serves as a backdrop against which the information in a text can be placed and from which the ideas used in writing are drawn. Many texts and topics, especially those dealing with complex subjects or current affairs, assume a certain level of background knowledge. Without this context, readers may struggle to grasp the full meaning of the text.

Interdisciplinary Connections:

A broad general knowledge enables readers and writers to make connections across various disciplines. Many texts draw on knowledge from multiple fields, and an interdisciplinary approach is often necessary for a comprehensive understanding. For instance, understanding an article about climate change may require knowledge of numerous fields like geography, biology, and chemistry.

Cultural Awareness:

Texts often reference cultural elements, historical events, or societal norms. Without a broad understanding of different cultures, historical contexts, and societal developments, readers may miss the subtle meanings embedded in the text. Cultural awareness is particularly important in interpreting literature, art, and social commentary. Students that do not come from a culturally rich home where visits to cultural sites such as museums, non-fiction reading, and “academic” discussion is the norm are significantly disadvantaged over peers that do.

Critical Thinking:

Both general and domain specific knowledge are needed to think critically about anything. This grounding of knowledge allows readers to question, analyse, and evaluate the content of a text. A well-informed reader can discern between different perspectives, identify biases, and engage in a more nuanced interpretation. Critical thinking is a crucial skill for evaluating the validity and reliability of information but requires a solid foundation of both domain specific and broad general knowledge to be done effectively.

Effective Communication:

To fully comprehend and effectively communicate about a text or topic, a student needs to understand the broader implications and potential interpretations. A person with a well-rounded general knowledge can engage in more meaningful conversations, articulate ideas, and contribute to discussions with a deeper understanding of the subject matter. They have more knowledge to draw from and can therefore contribute more readily.

Informed Decision-Making:

Many texts, especially those that we tend to use in schools, require readers to make informed decisions about ethical and moral situations. A broad general knowledge equips individuals with the information needed to make sound judgements, whether in personal matters or broader societal issues. Without this background of knowledge, young people are left extremely vulnerable to the opinions of those around them both in real life and online. A broad understanding of a range of issues equips young people with the knowledge they need to make informed decisions and make them less open to manipulation by those around them.

Richer Imagination and Creativity:

General knowledge provides a foundation for imagination and creativity. It allows readers to draw upon a diverse range of ideas, experiences, and perspectives, enriching their interpretation and creation of texts. This is particularly important when engaging with literature, where imagination plays a crucial role in understanding symbolism and metaphors. This is something we often overlook as English teachers. A student that has never left their inner city estate before may have very limited experiential knowledge to draw from when asked to describe a seaside or countryside scene. And with a limited vocabulary to draw from they may find it equally frustrating to try to articulate their thoughts clearly. Imagination and creativity are built on the existing knowledge we have at our disposal so the more students know, the more creative they can be.

Adaptability and Lifelong Learning:

A broad general knowledge fosters adaptability and a willingness to engage in lifelong learning. The world is constantly evolving, and staying informed about various subjects allows individuals to adapt to new information and ideas, ensuring a continuous improvement of their comprehension skills. In a world of fast paced social media exposure to content, a grounding in a broad and rich background knowledge leaves young people better equipped and prepared to self filter this exposure. If future learning already has an existing schema to associate itself with, it is much more easily remembered and understood than something being learned in isolation.

The bottom line is, while the ability to decode words and read fluently is fundamental, a broad general knowledge elevates comprehension to a higher level. It provides the necessary foundation for contextual understanding, interdisciplinary connections, critical thinking, effective communication, informed decision-making, and a richer imagination. By embracing a lifelong pursuit of knowledge, readers can unlock the true potential of their reading abilities and gain a deeper appreciation for the world around them.