A Review of Research on Schema Theory and Its Implications for Reading Instruction in Secondary Reading.

Autor/in	Sheridan, E. Marcia
Titel	A Review of Research on Schema Theory and Its Implications for Reading Instruction in Secondary Reading.
Quelle	(1978), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cognitive Processes; Comprehension; Elementary Secondary Education; Higher Education; Intellectual Development; Linguistic Competence; Literature Reviews; Models; Psycholinguistics; Questioning Techniques; Reading Comprehension; Reading Instruction; Reading Processes; Reading Research; Semantics; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mental development; Geistige Entwicklung; Sprachkompetenz; Analogiemodell; Psycholinguistik; Befragungstechnik; Fragetechnik; Leseverstehen; Leseunterricht; Leseprozess; Leseforschung; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recent studies on schema theory and other concepts related to reading comprehension are discussed in this paper. Noting that the psycholinguistic model of reading views reading as a process of predicting meaning based on the reader's prior knowledge of language, the paper describes recent research that has led to a definition of reading comprehension that considers linguistic competencies, syntactic and semantic knowledge, and factors related to the printed page and to the reading environment. It then examines the characteristics of schemata, which represent generic concepts that are stored in memory, and explains how schema theory provides the concepts for explaining how readers interact with texts to interpret and comprehend. It provides examples to show how readers call upon schemata in reading and points out that in schema theory bottom up and top down processing of input occur simultaneously. Finally, the paper shows how schema theory points up the importance of such instructional methods as assisting students to relate new concepts to those already known, assisting them in setting up the dominant structure for comprehending a text, developing vocabulary concepts, and developing effective question/answer relationships. (GT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC