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ERIC Number: ED226318
Record Type: RIE
Publication Date: 1978
Pages: 17
Abstractor: N/A
Reference Count: 0
Implications of Schema Theory for the Teaching of Critical Reading to Gifted Elementary Students.
Lederer, Debra
Fundamental to any critical reading process is the ability of the child to recognize and identify assumptions concerning the world in which he or she lives and brings to the printed page. The unconscious and implicit understandings that a reader and an author hold can fill the slots of developing schemata and become embedded and subsumed in preexisting schematic representations. It becomes imperative, therefore, to teach critical reading skills to gifted children early, before these high-level schemata are formed and brought to bear on the printed page. Once high-level schemata have developed, it becomes more difficult to change existing schematic representations or provide for the flexibility of thought needed to access other possible interpretations of the same passage. Thus, the teacher's role should involve the development of an instructional setting in which students become consciously aware of the assumptions underlying the mental schemata operating upon their organization and interpretation of written information. The use of an externally based, student-centered outline format may facilitate the conscious uncovering of implicit assumptions used in a line of reasoning while at the same time providing a structure within which students can analyze biasing and emotionally loaded statements and arguments from their own perspective as well as from the perspectives of their peers and the author. (HOD)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A