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ERIC Number: ED325802
Record Type: Non-Journal
Publication Date: 1990
Pages: 28
Abstractor: N/A
Reference Count: N/A
Schema Theory and Reading Comprehension.
Clark, Susan R.
Two main types of schemata exist for reading: content schema, representing existing knowledge of objects and events; and textual schema, including knowledge of discourse structure and conventions. There are at least six major schema functions important to reading comprehension: (1) schemata provide slots for assimilating additional knowledge; (2) schemata aid in judging what is important; (3) schemata aid in making inferences; (4) schemata help summarize and edit material; (5) schemata activated during reading facilitate an orderly memory search for relevant information; and (6) schemata function in inferential reconstruction. It is not clear how the size of schemata effects per se can be offered as evidence for remembering versus learning. Linguistic and metalinguistic schemata are aids to reading comprehension. Students will have better recall if they make use of text structure schemata. Schema theory can help explain failure to comprehend: there may not be enough clues to activate existing schemata, the reader may not have appropriate schemata, and failure to comprehend may result when the reader makes an interpretation but not the one intended. Schema theory has its limitations--for example, it makes too much of an attempt to fit something as evidently complex as knowledge acquisition, storage, and retrieval into a simple, familiar framework-prototype. (Forty-one references are attached.) (RS)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A