ERIC Number: ED378540
Record Type: RIE
Publication Date: 1976
Comprehension/Schema Theory: A Practical Application. AVKO "Great Idea" Reprint Series No. 633.
Until researchers achieve a breakthrough on comprehending what comprehending is all about, teachers need help on how to help students comprehend what they are reading. According to schema theory, students must be able to pronounce almost all key words and have schemata previously instantiated (know the meanings of almost all key words) in order to comprehend a passage. A common solution is to pre-teach key words, which works well for good students who wait patiently, but does not work well for students who are impatient, cannot learn quickly, or who can forget what a words means quickly. What teachers should do is to stay three weeks ahead of their students; build daily vocabulary exercises, drill on recognition, meaning, and spelling of key words; drill on related words; and drill on words that are being missed or might be missed. The result is student excitement that they already know the words in a story without having to sit through all the "pre-story" stuff. (RS)
Descriptors: Class Activities, Elementary Education, Reading Comprehension, Schemata (Cognition), Student Reaction, Teacher Behavior, Vocabulary Development
AVKO Educational Research Foundation, 3084 W. Willard Rd., Clio, MI 48420-7801 ($1; quantity discounts available).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: AVKO Educational Research Foundation, Clio, MI.
Grant or Contract Numbers: N/A
Note: For other documents in this series, see CS 011 943-960.