To Read Stuff You Have to Know Stuff: Helping Students Build and Use Prior Knowledge
By Kelly Gallagher
(Heinemann, 2024 – Learn more)
Reviewed by Melinda Stewart
I have been reading books by Kelly Gallagher for a little over two decades, so when a new book comes out, it’s like picking up a conversation with an old friend.
In his latest book To Read Stuff You Have to Know Stuff, Gallagher takes us on a journey that explores the profound connection between background knowledge and reading comprehension.
Gallagher is an educator with many years of experience, and in this book he crafts a compelling case for the necessity of building knowledge in order to become a proficient reader. In Gallagher style, using a mix of personal anecdotes, educational research, and practical strategies, he has written both a call to action and a guide for any educator invested in the literacy development of others.
I had to smile while I was reading because Gallagher kept stressing the importance of being able to make connections, and I couldn’t help but think about how compatible this book is with Beyond the Science of Reading by Natalie Wexler which I read earlier in the year.
Both authors argue that while foundational reading skills are essential, they’re not sufficient for reading comprehension. Students need rich content knowledge including vocabulary, background or experiential knowledge, and domain‑knowledge to understand complex texts.
Centering background knowledge
To Read Stuff You Have to Know Stuff revolves around the idea that students’ ability to read and comprehend text is directly tied to what they already know about the world. Gallagher argues that students who lack sufficient background knowledge will struggle not just with reading complex texts, but with understanding the world in a broader sense. Suggestions such as the importance of pre-reading activities, using nonfiction texts in the classroom, and encouraging curiosity about the world beyond the textbook are offered to help teachers help students bridge the knowledge gap.
Gallagher makes the case more vivid when he draws from his longtime work in secondary schools and uses real examples of student misunderstandings that stem from gaps in prior knowledge – showing how content gaps interfere with comprehension even when reading skills are intact.
Through these anecdotal stories of his own classroom experiences, Gallagher provides a framework for how educators can foster curiosity and engagement in students who may not yet appreciate the value of background knowledge, and he offers educators concrete examples of how to weave knowledge-building into everyday lessons.
Building student awareness of comprehension
Reading isn’t just about decoding words, it’s about decoding meaning. To Read Stuff You Have to Know Stuff also focuses attention on students monitoring their own comprehension and becoming aware of when they don’t understand because of missing background rather than strategy failure.
Gallagher is particularly explicit about helping students see their own comprehension breakdowns and normalizing when missing knowledge is the issue. Teaching students to not always think of themselves as a bad reader can shift identity, reduce shame, and motivate students to seek knowledge.
Gallagher’s writing is always engaging and accessible, balancing scholarly insights with a conversational tone. He discusses problems and offers solutions that feel grounded in real classroom dynamics. Although he acknowledges that, outside the classroom, there’s a broader network of influences on students’ knowledge development, in To Read Stuff You Have to Know Stuff, Gallagher focuses on what is within the sphere of the teacher’s influence and role.
The emphasis on reading as a skill that is shaped by knowledge is a timely and urgent message, especially in an era where information literacy is crucial. His gentle push for educators to be more deliberate in fostering background knowledge encourages a shift in mindset and in how to actively engage in a world where information is constantly evolving.
In sum, Kelly Gallagher’s book offers a roadmap to developing not just better readers, but more curious, critical, and informed thinkers.
Melinda Stewart has been an educator for 30 years. She has an MA in Teaching, Education and Learning and has done graduate work in the areas of English as a Second Language, Reading, Spanish, and most recently English Language Arts. She is currently working as a Spanish teacher at Fairmont Junior Senior High School. Melinda is an MEA and AFT professional development facilitator and trainer who has a deep passion for learning and equity.
