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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: ED281140
Record Type: RIE
Publication Date: 1986-Jun
Pages: 19
Abstractor: N/A
Reference Count: 0
Schema Theory and Implications for Teaching Reading: A Conversation. Reading Education Report No. 67.
Tierney, Robert J.; Pearson, P. David
Research discoveries over the past 15 years concerning reading comprehension have had a significant impact on reading instruction, particularly schema theory. This theory, based on prior learning, which states that the reader uses the text to construct a meaning within his or her own mind, affects what teachers can do to help students improve comprehension. A conceptual rather than a definitional or contextual approach should be used to teach vocabulary, because it shows students how particular vocabulary items relate to other concepts they already know. Further, teachers should encourage students' initiative in reading, and encourage them to pause and think while reading. In this way, teachers can help children select schemata for understanding a new selection. Schema theory also affects the ways teachers can help children extend beyond the text and interact with it at more complex levels, by emphasizing the importance of helping students get background knowledge and of respecting the reader's role in creating meaning. (JD)
Publication Type: Information Analyses; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: N/A