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Cognitive scientists have known for decades that the most important factor in comprehension isn’t a set of generally applicable skills; it’s how much background knowledge the reader has about the topic. And yet, in most American elementary schools, teachers are not given the training and support they need to provide deep, rich content — about history, social studies, science, language and the world around them. In this book, education journalist makes the case for bringing content knowledge back into classrooms.

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