Excellence and equity through disciplinary literacy: Why are stories and background knowledge essential for reading comprehension?

Many educators and researchers have advocated for stories across the curriculum and the research in this area is strong. However, in primary schools, I’m seeing stories in English, but the focus on stories to introduce concepts across the curriculum could be further developed. For example, regularly using stories to introduce mathematical concepts, such as understanding a quarter. This is an area that I put as a key recommendation in my recent white paper and this blog explores why.

The art of storytelling, coupled with a robust, knowledge-rich curriculum is one way of supporting pupils with deep learning across the curriculum. These elements are crucial for developing wider background knowledge that underpins true reading comprehension, especially when we go beyond phonics instruction in the earliest years. 

Professor Daniel Willingham (2009) highlights that stories are ‘psychologically privileged.’ This isn't just a catchy phrase - it reflects the way we best retain information.  

‘We need to take stories more seriously. Because stories are enjoyable, we have a tendency to underestimate their power.’ (Myatt, 2024) 

Over 30 years ago, a study by Graesser et al. (1994) profoundly demonstrated this. When participants listened to stories versus expository texts (like news articles or guides), they remembered a staggering, ‘50% more from the stories than they did from the expository passages.’ This finding alone should make us pause and consider the implications for our daily practice. 

When we embed key concepts within a story, pupils are more likely to remember the content. For our younger learners, abstract ideas such as ‘empire’ and ‘migration’ can be brought to life through a book like Coming to England by Floella Benjamin, providing a relatable context. Similarly, the water cycle in science can be explored through a well-chosen picture book, making a complex scientific process accessible and engaging. This approach also presents a wonderful opportunity to introduce a diverse range of characters, reflecting the varied experiences of our pupils and enabling a sense of belonging (Wilkinson, 2025).

Stories in practice

Concepts can be within the current year group or they can be used to build schemata for future learning, so that pupils can build on what they already know. One of the ways to achieve this is to think about the books we read aloud to pupils. Reading aloud should be at least 4 times a week for 20 minutes for primary pupils and during tutor time for secondary pupils (DfE, 2023). This will vary depending on the school and should be a key priority. This is not about adding workload, but about prioritising reading.  

Whilst reading stories, teachers can: 

• Model fluency and expression 

• Discuss key vocabulary (where appropriate) especially tier 2 or 3 vocabulary  

• Read challenging texts, ‘above their pay grade’ (Mary Myatt) 

• Build knowledge of key concepts across the curriculum as well as reading fiction.  

Here are some examples of stories that can be used to build concepts when reading aloud:

Meet the Moods by Agatha Morse and Gemma Correll

• Recommended for: reception or year 1
• Curriculum link: PSHE or Personal, Social and Emotional Development

A wonderful text which introduces children to different moods, including what they feel like and how they might make you behave. It’s the perfect picture book to get little ones talking about BIG feelings.

A Coder Like Me by Dr Shini Somara and Nadja Sarell

• Recommended for: year 1 or 2 

• Curriculum link: computing  

This book introduces young readers to the concept of coding , computers and problem-solving. This will also prepare pupils for more complex study in KS2. 

How to train your dragon by Cressida Cowell

• Recommended for: year 4 or KS2  

• Curriculum link: history 

This links perfectly to learning about the Vikings, either alongside the learning, in English lessons or read in year 3 to build schemata. 

Spy Fox and Agent Feathers by Dermot O'Leary

• Recommended for: years 5 and 6  

• Curriculum link: history  

Supports wider learning about World War II in history. Can be a text to build schemata and knowledge before pupil’s study WWII or read aloud alongside a WWII history topic.

The Hidden Story of Estie Noor by Nadine Aisha Jassat

• Recommended for: upper KS2 

• Curriculum link: PSHE and citizenship. 

Written in narrative verse, this story is about finding out about your own heritage.

Amy Gets Eaten by Adam Kay and Henry Paker

• Recommended for: reception or year 1 to read aloud and build prior knowledge of the digestive system. This can also link to science learning on the digestive system in year 4.

• Curriculum link: science

This book brilliantly teaches the process of digestive system using an imaginative sweetcorn who gets eaten and the pupils enjoy following her journey.

Reading aloud stories, broad reading and reading for pleasure and information is essential for all pupils. As teachers, we know that to write, read, and communicate effectively across all subjects, our pupils need a strong knowledge base. When pupils engage in deep and meaningful learning across the curriculum, they develop the robust background knowledge that is linked to improved reading comprehension.  

Final thoughts

Background knowledge is important. When this knowledge is strong, it reduces the cognitive load on working memory, freeing up mental resources for deeper processing and understanding (Smith et al., 2021). For example, a pupil who is familiar with the term ‘monarch,’ will find it easier to grasp the study of monarchs as they move through school.  

Deep knowledge enables pupils to think critically in the digital age, problem-solve, demonstrate resilience and communicate effectively. A story-rich curriculum should be at the centre of school improvement.

 

White paper  

Wilkinson, S. (2025). Disciplinary literacy: excellence and equity across the curriculum. Hachette Learning. Accessed here 

About the author  

Shareen is executive director of education for a multi-academy trust and an education adviser. Her best-selling book, ‘Disciplinary Literacy in Primary Schools,’ (2025, Hachette Learning Publications, formerly John Catt), advocates for the importance of explicit teaching of reading, writing and speaking across the curriculum. 

LinkedIn: www.linkedin.com/in/shareen-wilkinson 

X: @ShareenAdvice  

Bluesky: @mrswilkinson.bsky.social 

References  

Department for Education (2023) The reading framework. Accessed: https://assets.publishing.service.gov.uk/media/664f600c05e5fe28788fc437/The_reading_framework_.pdf

Graesser, A. C., Singer, M. & Trabasso, T. (1994). Constructing Inferences During Story Comprehension. Psychological Review, 101(3), 371–395. 

Harvard Graduate School of Education. (2023, March 31). Building Background Knowledge in Science Improves Reading Comprehension. Accessed: https://www.gse.harvard.edu/ideas/usable-knowledge/23/03/building-background-knowledge-science-improves-reading-comprehension

Myatt, M. (2024) Using stories in the curriculum [Blog]. Accessed: https://www.marymyatt.com/blog/using-stories-in-the-curriculum 

Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. 

Willingham, D. T. (2009). Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Jossey-Bass. 

Websites  

Curriculum books: https://theteacherscollection.com/ 

Mathematics: https://www.mathsthroughstories.org/ 

Books for Topics: https://www.booksfortopics.com/ 

That Science Lady: https://thatsciencelady.com/resources/ 

Picture books for geography: https://www.heathbooks.co.uk/shop/early-years/non-fiction/geography/