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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
Call for Feedback

ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

ERIC Number: ED167947
Record Type: RIE
Publication Date: 1978
Pages: 22
Abstractor: N/A
Reference Count: 0
A Review of Research on Schema Theory and Its Implications for Reading Instruction in Secondary Reading.
Sheridan, E. Marcia
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)
Publication Type: Information Analyses; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Schema Theory; Schemata
Note: Study prepared at Indiana University at South Bend