What is the primary purpose of activating students' prior knowledge before they read a text?

The primary purpose of activating students' prior knowledge before they read a text is to increase their comprehension level. When students connect what they already know about a topic to the new information presented in a text, they build a framework that supports their understanding. This context allows them to make predictions, infer meaning, and relate the material to their own experiences, which ultimately enhances their ability to grasp and retain the content. By tapping into their existing knowledge, students become more engaged and better equipped to integrate new concepts, leading to richer comprehension.

The other options, while relevant to different aspects of the learning process, do not capture the main goal of prior knowledge activation in terms of direct comprehension enhancement. For instance, self-monitoring skills focus on students' ability to reflect on their understanding during the reading process instead of preparing them to comprehend text. Collaboration emphasizes working with peers, which, while beneficial, is not the central aim when activating prior knowledge. Active problem-solving may result from engaging with texts but is a skill developed through guided practice rather than a primary purpose of accessing prior knowledge beforehand.