I was thinking of this thread when I read that article, PP. Illustrated the point very nicely.

As does the Amelia Bedelia story!

There is all kinds of background knowledge the key issue is what types of background knowledge will hold you back. I know nada about planting anything other than I tend to kill things. Not a problem while I have grocery stores becomes a big problem if I need to subsist on what I can grow. The problem is that there is very little agreement on what is needed.

Here is an interesting example of a school in NY looking at basic things there kids don't know.

A Field Trip to a Strange New Place: Second Grade Visits the Parking Garage

Several times a month they take what are known as field trips to the sidewalk. In early February the second graders went around the block to study Muni-Meters and parking signs. They learned new vocabulary words, like “parking,” “violations” and “bureau.” JenLee Zhong calculated that if Ms. Krings put 50 cents in the Muni-Meter and could park for 10 minutes, for 40 minutes she would have to put in $2. They discovered that a sign that says “No Standing Any Time” is not intended for kids like them on the sidewalk. http://www.nytimes.com/2012/02/13/nyregion/for-poorer-students-an-attempt-to-let-new-experiences-guide-learning.html?pagewanted=1&_r=1

I was thinking of this thread as I read an Amelia Bedelia book to my child last night. I hated Amelia Bedelia as a child (rule following first-born - how could she get everything wrong but still end up on top every time?).

Anyway, Amelia Bedelia perfectly illustrates the difference between reading and comprehension. Boss tells her to "put out the lights" and she takes the light bulbs out of the lamp and puts them outside. Boss tells her to "draw the curtains" and she draws a picture of the curtains. She certainly understands the words that are written (boss has left a list), but she does not comprehend what she is to do. List says "dress the chicken" and she makes it an outfit. "Trim the meat" and she brings out lace and ribbons.

Along those same lines, I was also reminded this week of how much children of higher educated parents are exposed to varied language, and how ultimately that explains the difference in grasping language. 5-year-old-child had mild medical situation, and husband and I were discussing options in front of the child, while using more sophisticated words that (we hoped) child did not know. Pretend the issue was a blister - instead of saying, I think we should pop it, I said I think we should puncture it. (child, nervously, what does puncture mean? does that mean put a hole in it? NOOO). So husband "changes subject" and says I think we should lance it.

You're giving me an impression of being more of an Albacore Tuna Salad. Nothing fishy about you at all.