What factor should teachers consider when selecting texts for assessments to enhance students' comprehension?

When selecting texts for assessments, considering readers' cultural background knowledge is critical to enhancing students' comprehension. Cultural background knowledge encompasses the experiences, values, and context that shape a student's understanding of the world. When students engage with texts that reflect their own cultural experiences or introduce them to diverse perspectives in a meaningful way, they are more likely to relate to the content, make connections, and engage more deeply with the material. This connection can lead to improved comprehension as students draw on their prior knowledge to navigate the text and grasp its concepts more effectively.

In contrast, while students' reading level is essential for ensuring that the material is neither too easy nor too difficult, it does not fully address the nuances of understanding that come from cultural context. Similarly, the length of the text may impact engagement but does not inherently enhance comprehension. The popularity of the text may attract interest, but it does not guarantee that students will engage with the material on a comprehension level if it does not resonate with their cultural knowledge or experiences. Thus, prioritizing cultural background knowledge directly correlates with fostering comprehension and enriching the learning experience.