This study examined how background knowledge activation impacted reading comprehension. Comparisons were made between discussion-based background knowledge activation, paired informational text background knowledge activation, and a control group. One-way ANOVAs discovered significant differences between the discussion group and the control group on near-transfer assessments and between the paired informational group and the control group on far-transfer assessments. The quantitative data revealed additional insight in student perceptions of the interventions. The results provided opportunity for teachers to improve their instruction centered around background knowledge activation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]