The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Knowledge, Literacy, and the Common Core
Abstract
The Common Core State Standards (CCSS) represent a fundamental shift toward the inclusion of more informational texts and related instruction, beginning in kindergarten. It would be possible to respond to the call for more attention to informational texts in the CCSS by simply changing the balance of different text types used for instructional purposes. In this article, we discuss why we should instead focus on using the opportunity of reading more informational texts to build students' disciplinary and world knowledge. We suggest that the critical message of the CCSS is the need to support students in developing knowledge for and through reading. We describe themes from the existing research about the relationship between knowledge and reading comprehension and describe critical dimensions of knowledge-enhancing English Language Arts Instruction.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Moreover, having a good knowledge base, including topical and real world knowledge, has been shown to help students in the third grade and older develop inferential reasoning as well as higher order thinking skills (Cervetti & Hiebert, 2015).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Cervetti & Hiebert, 2015
In the citing paper
“According to Cervetti and Hiebert (2015), Building a sound knowledge base in all study disciplines or topics is closely linked with reading and writing skills.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Cervetti and Hiebert, 2015
Citations
Cites
Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis.
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009) · Journal of Educational Psychology · doi:10.1037/a0015576 · Cited by 566
Cited by
Vaughan, C. A. (2019) · Journal of Research on Christian Education · doi:10.1080/10656219.2019.1704326 · Cited by 2
Metadata
- Authors
- Cervetti, G., & Hiebert, E. H.
- Venue
- Language Arts
- Published
- 2015-03-01
- Volume
- 92
- Issue
- 4
- Pages
- 256-269
- ISSN
- 0360-9170
- 1943-2402
- Cited by
- 20
- References
- 1
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Knowledge, Literacy, and the Common Core. https://app.cochat.ai/papers/10.58680/la201526914
- The paper
- Cervetti, G., & Hiebert, E. H. (2015). Knowledge, Literacy, and the Common Core. Language Arts. https://doi.org/10.58680/la201526914
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
