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A new study, published online on Feb. 26, 2024, in the peer-reviewed journal Developmental Psychology, now provides stronger causal evidence that building background knowledge can translate into higher reading achievement for low-income children. Students were also given related books to read during the summer.
The science and socialstudies topics should be sequenced so that the ideas build upon each other, and paired with vocabulary that will be useful in the future. All the latest Core Knowledge study proves is that students are more likely to do well on a test of something they have been taught.
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