Background knowledge significantly enhances reading comprehension of a given text, and leveraging reading to build topic and domain knowledge leads to positive reading outcomes overall (Cervetti & Hiebert, 2018). The Common Core State Standards (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) calls for wide reading of both literary and informational texts with increasing complexity to build knowledge and academic vocabulary. Extended reading using carefully curated text sets on a topic or theme can effectively promote knowledge building.  

Text sets, or a collection of related texts for instruction and learning, can take various forms. One example is using content- and vocabulary-rich read-alouds on informational topics to support a challenging text or unit. While widely employed in elementary schools, incorporating read-alouds into middle school curricula, though often overlooked, offers valuable content information and language exposure in accessible and engaging formats (Ness, 2023; Marchessault & Larwin, 2013). Another approach to developing text sets involves selecting materials ranging in complexity, with less complex texts featured early in the sequence and more complex texts featured later, culminating in a challenge text that allows students to apply the knowledge they have gained (Gelzheiser et al., 2014). 

The Quad Text Set Framework 

The quad text set framework (Lewis et al., 2014) utilizes a tiered strategy for developing text sets. This framework employs a backward planning approach, beginning with a challenging target text, which is on or above grade level and which supports the learning objective. At least three additional texts are selected to motivate readers and build background knowledge. These texts include 

• visual texts, or visual images or videos to facilitate engagement and activate background knowledge; 
• informational texts, or texts to build the necessary knowledge for comprehension; and 
• accessible or hook texts, or texts that increase motivation for reading more challenging texts, establish relevance, and help students make broader connections (Lupo et al., 2017; Lupo et al., 2019).  

Steps to Develop Quad Text Sets 

Lupo and colleagues (2017) outline a multi-step approach to developing quad text sets. 

1. Identify a challenging target text.  
2. Determine the big ideas that are the focus of the unit. 
3. Assess student knowledge. Identify gaps in student knowledge and opportunities for knowledge building. 
4. Select a visual text(s): Find a short informational or current event video clip, image, or picture book that builds background knowledge.  
5. Select informational text(s). Choose text that provides essential information for deep understanding. 
6. Identify accessible text(s): Select less complex text that establishes relevance and increases motivation for reading more challenging text. 
7. Plan a text sequence. Ensure that texts are ordered logically, with knowledge building upon itself throughout the text sequence. 
8. Design instructional experiences. Plan before-, during-, and after-reading experiences grounded in evidence-based instructional practices to support each text.  

Example Text Set: The One and Only Ivan 

Consider the Newbery Award-winning book, The One and Only Ivan by Katherine Applegate (2015). Based on the true story of a captive gorilla on display in a shopping mall for decades, animal welfare is a major theme in this book and presents significant knowledge-building opportunities. 

Key background knowledge for deep comprehension includes information on gorilla characteristics, diet, behaviors, habitat, and social structures, as well as information on animal welfare and protection. 

Creating a rich text set for this book might include the following: 

1. Visual Texts: Footage or webcam streams of gorillas in both natural and captive habitats, a first-hand account of a zoologist who worked with Ivan, archival images, or even Katherine Applegate’s picture book, Ivan: The Remarkable True Story of the Shopping Mall Gorilla 
2. Informational Texts: A fact sheet on gorillas from a reliable source, such as the Dian Fossey Gorilla Fund or the World Animal Foundation, which covers the primate’s behaviors, diet, habitat, and welfare  
3. Accessible Texts: Informational texts on gorillas and gorilla welfare at an accessible reading level, which includes robust photos, images, and maps, such as a National Geographic Kids selection on gorillas. 

Incorporating text sets into educational practices offers a structured and effective method for enhancing reading comprehension. Text sets, such as quad text sets, are designed with materials of increasing complexity and increase the time students spend reading and engaging directly with texts to build knowledge (Lewis et al., 2014). By carefully selecting and sequencing a variety of texts, educators can create engaging and informative reading experiences that foster deeper understanding and motivate students to tackle more challenging materials. 

References 

Applegate, K. (2015). The one and only Ivan. HarperCollins. 

Cervetti, G., & Hiebert, E. (2018). Knowledge at the center of English language arts instruction. The Reading Teacher, 72(4), 499-507. https://doi.org/10.1002/trtr.1739 

Gelzheiser, L., Hallgren-Flynn, L., Connors, M., & Scanlon, D. (2014). Reading thematically related texts to develop knowledge and comprehension. The Reading Teacher, 68(1), 53-63. https://doi.org/10.1002/trtr.1211 

Lewis, W., Walpole, S., & McKenna, M. (2014). Cracking the common core: Choosing and using texts in grades 6-12. Guilford.  

Lupo, S., Berry, A., Thacker, E., Sawyer, A., & Merritt, J. (2019). Rethinking text sets to support knowledge building and interdisciplinary learning. The Reading Teacher, 73(4), 1-12. https://doi.org/10.1002/trtr.1894 

Lupo, S., Strong, J., Lewis, W., Walpole, S., & McKenna, M. (2017). Building background knowledge through reading: Rethinking text sets. Journal of Adolescent & Adult Literacy, 61(2), 1-12. https://doi.org/10.1002/jaal.688 

Marchessault, J., & Larwin, K. (2013). Structured read-aloud in middle school: The potential impact on reading achievement. Contemporary Issues in Education Research, 6(2), 241-245. https://doi.org/10.19030/cier.v6i2.7734  

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards: English Language Arts. National Governors Association Center for Best Practices, Council of Chief State School Officers. http://www.corestandards.org/ 

Ness, M. (2023). Read alouds for all learners: A comprehensive plan for every subject, every day, grades PreK–8. Solution Tree Press.