Learning Spotlight 

Why Read-Alouds Matter: Building Knowledge for Better Reading

This week we’d like to share some insight into an important part of our literacy learning at CPS — how we use read-alouds to build knowledge and strengthen reading comprehension.

When we think about helping children become better readers, it’s easy to assume that practising skills like “finding the main idea” or “making inferences” is the key to improving comprehension. But research tells us something different: once children can read fluently, their understanding of what they read depends mostly on what they already know about the topic.

In other words, strong readers aren’t just good at “reading skills” — they have rich background knowledge that helps them make sense of what they read. For example, if a story mentions an acrobat, a child who knows what an acrobat is will understand the character’s feelings and actions much more easily than a child who doesn’t. Without that knowledge, comprehension can break down, even for fluent readers.

That’s where teacher read-alouds plays an important role. When teachers read high-quality books aloud — including stories, poems, and nonfiction — they give students access to vocabulary, ideas, and experiences beyond what they might read independently. Read-alouds help children build the background knowledge and language that make later reading easier and more meaningful.

Studies consistently show that knowledge about a topic is one of the strongest predictors of reading comprehension. When children know more about the world — history, science, art, and culture — they can connect new information to what they already understand. This makes reading smoother, deeper, and more enjoyable.

At CPS, our read-alouds are carefully chosen to build this kind of knowledge. Each week, students hear rich texts that connect to what they’re learning across subjects. They discuss ideas, learn new words, and develop curiosity about the world — all while enjoying great stories.

So next time your child tells you about a book their class has been reading together, take a moment to ask questions and talk about what they’ve learned. These conversations help build the background knowledge that supports confident, thoughtful reading.