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This module will address the following critical questions:
  1. Why is background knowledge an important area of emphasis in reading comprehension?


  2. Why do students with reading disabilities have deficits in background knowledge?


  3. How do the gaps in world knowledge schemata, vocabulary knowledge, and concept understanding affect students' construction of meaning from print?


  4. What is the relationship among world knowledge schemata, words, and concepts?


  5. What are the language connections in acquisition of background knowledge?


  6. How should strategic instruction principles be applied to constructing background knowledge?


  7. How should we teach world knowledge, vocabulary, and concepts to students with learning disabilities?


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