Background knowledge can effect outcomes in reading comprehension tests. Specifically, the test taker with background knowledge will have several advantages over those that do not. These advantages include:
- a better understanding of the text
- a better ability to infer unstated relationships between elements
- a developed schema of information to which they can add new information

Background Knowledge in Reading Comprehension

Reading tests require that participants offer a necessary amount of effort to read and understand a text and then answer questions or perform tasks to demonstrate their comprehension. 

Motivation and Engagement in Reading Comprehension

- Background Knowledge
- Motivation and Engagement

San Jose State University

Aims to present literature and work in a “goal-oriented scenario” to increase participant motivation. It also offers a measurement of student effort to gauge motivation. Deviates from other comprehensions tests in that it attempts to engage background knowledge through multimedia sources before the response portion and use of multiple reading sources that can supplement each other for participant responses. 

Global Integrated Scenario-Based Assessment (GISA)

O’Reilly, T. & Sabatini, J. (2013). Reading for understanding: How performance moderators and scenarios impact assessment design. ETS Research Report Series, 2013(2), i–47. https://doi.org/10.1002/j.2333-8504.2013.tb02338.x


Reading for understanding: How performance moderators and scenarios impact assessment design

GISA References

- GISA Scenarios
- GISA Multimedia and Videos
- GISA Embedded Motivation Assessments

GISA Features

GISA assessments were used to assess reading comprehension in specific subject areas. The assessments were web delivered and discipline specific and had a duration of 45-60 minutes. They were designed to simulate a scenario where the participant worked with a peer to prepare for a test. The tasks included writing, paraphrasing, inferencing, and  identifing  key information. 

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