Most teachers, including me, often have students make predictions prior to reading a text.
In addition, many of us use specific strategies to help students activate prior knowledge prior to reading. In fact, Edutopia just published a piece by Katie Hull on this topic: Activating Prior Knowledge With English Language Learners
However, I had not thought about making predictions as a specific strategy for activating prior knowledge. At least, I hadn’t until I read a new study tonight.
When generating a prediction boosts learning: The element of surprise is the title of the paper. It’s behind a paywall, though there may be other ways to read it.
Here’s an excerpt:
I’m adding this info to: