ERIC Number: ED415497
Record Type: Non-Journal
Publication Date: 1995
Schemata as a Reading Strategy.
Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. If reading involves grasping the significance of an input depending on the reader's mental cognitive-perceptual situation, then there is a form of background knowledge which is excited every time reading takes place. The most common form of comprehension experiments that allude to the presence of a background knowledge are those which touch upon the notion of "top-down" processing or"conceptually-driven" processing. Other studies on early language acquisition indicate that young children acquire language through "scripts"--a form of general event representation derived from and applied to social contexts. A schema: (1) provides ideational scaffolding for the assimilation of text; (2) provides selective allocation of attention; (3) allows inferential elaboration; (4) allows orderly searches of memory; (5) enables readers to provide summaries; and (6) permits inferential reconstruction. For some English-as-a-second-language (ESL) readers, the lower-level structural aspects of the text occupies their attention as they struggle with the language. Therefore, ESL reading teachers need to facilitate students' acquisition of all the language clues related to reading in a second language. As knowledge of what to teach is important to the ESL teacher, so is the knowledge of schema theory necessary to ensure better interfacing of what is in students' minds with what is on the printed page. (Contains 76 references and three figures; an appendix contains two illustrations and a text passage.) (RS)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A