The Cycle of Knowledge: Enhancing Reading Comprehension

In classrooms across the country, educators are rethinking literacy instruction to go beyond mere knowledge acquisition. This shift emphasizes not only how students decode words but also how they construct meaning from texts. The approach is rooted in the science of reading, which advocates for explicit instruction in essential literacy components such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. A key aspect of this new pedagogy is the concept of knowledge building, which posits that students with a rich background knowledge can better understand and engage with texts. This article discusses the 'cycle of knowledge' proposed by Dr. Barrie Olson, which encourages students to consume, create, and communicate knowledge, thereby fostering deeper learning and engagement. By implementing this cycle, teachers can transform traditional literacy tasks into dynamic learning experiences that prepare students for real-world applications of their reading skills.