Post on 07-Aug-2018
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Reading asComprehension
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A newspaper is better than a magazine and on
seashore is better than a street. At first it is better to
run than walk. Also you may have to try severaltimes. It takes some skill but it is easy to learn. Even
young children can enjoy it. Once successful,
complications are minimal. irds seldom get tooclose. One needs a lot of room. !ain soaks in very
fast. "oo many people doing the same thing can also
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cause problems. If there are no complications, it can
be very peaceful. A rock will serve as an anchor. If
things break loose from it, however, you will not get asecond chance.
(Bradford & Johnson, in Aulls, 1982)
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The Schema Theory: How PeopleLearn
A #chema "heory is a theory about
$how knowledge is represented and about how
that representation facilitates the use of theknowledge in particular was.%
It helps us to better understand how new learning is
integrated with the knowledge an individual already
possesses.
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Features of Schemata
'ittleman ()*++ enumerates five features of schemata.
-ariables form the structure of schemata.
#chemata can be embedded, or nestled, one within
the other.
#chemata represent levels of abstraction.
#chemata represent broad aspects of knowledge, not
just definitions.
#chemata are active processes.
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ssimilation andccomodation
hen values are added to e/isting variables, the
process is called assi!ilation"
hen a new schema or concept is developed, or when an e/isting schema is changed, the process
is called acco!!odation"
0iaget calls the balance between the two processese#uilibriu! or e#uilibration.
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Rubin !"#$%& says that children proceed from moreglobal !generali'ed& schemata to more particular ones(
ANIMA
LPets Zoo animals
parrot
gold)sh
turtle
catlion
alligator
peacock
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Rubin !"#$%& says that children proceed from moreglobal !generali'ed& schemata to more particular ones(
*+,LS
Birds Amphibians
Fish
Reptiles
Anthropods
Mammals
peacock parrot turtle
gold)sh
cat lion alligator
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The Schema Theory andReading
"he concept of schema is important to interactive
definition of reading. #chema theory postulates that a
spoken or written te/t does not in itself carry meaning.Instead, meaning is created by using previously
ac1uired knowledge (schemata. "he theory specifies
how prior knowledge (in the reader2s memory interacts
with and shapes incoming information (from the te/tand how this knowledge must be organized to support
this interaction. (Anderson 3 0earson, )*+4
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Types of Schemata used in Reading
1" $cript knowledge
refers to mundane everyday information stored in
memory. It is derived from repeated e/periences with people, places, events, and situations in day5
to5day living. (Aulls, )*+6
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2" %nowledge about language
graphophonic information
syntactic information
semantic information
pragmatics
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" %nowledge of te't structure
!efers to the aspects of te/ts that signal how the
content is related "e/t cohesion
7eneral te/t structures of different types of te/t
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"here is a cohesion in a te/t when the interpretation
of some element in it is dependent on the
interpretation of another
elen felt so!ething rub against her leg" $he
reached down and felt soft fur" he furr thing
had a thu!ping heart and see!ed to *ibrate as
elen stroked it" +t was oll"
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elen felt so!ething rub against her leg" $he reached
down and felt soft fur" he furr thing had a thu!ping
heart and see!ed to *ibrate as elen stroked it" +t wasoll"
"o whom does her refer in the sentence )8 "o whom does
she refer in sentence 68 "o whom does the furry thing insentence 9 refer8 In sentence 4, to whom does it refer to8
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-eader
pes of rior knowledge
1" $cript knowledge %nowledge and beliefs about world deri*ed fro! repeatede'periences with people, places,e*ents, situations in da.to.dali*ing"
2" %nowledge about language / graphophonic / sntactic / se!antic / prag!atics
" %nowledge of te't structure / te't cohesion / general te't structures of
different tpes of te't"
0
-334
$+4
35
e't $che!ata
0ontent infor!ation / sub6ect !atter7concepts / the!es
inguistic features / spelling patterns7written
con*entions / language structure / *ocabular word !eanings / language functions (content in
which language is used)
0ohesi*e de*ices and general te'tstructures / stor gra!!ar (narrati*es) / top.le*el structure (e'position)
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The -ingdom of -ay .ss
Once in a land of #erenity there ruled a king called
:ay Oss. "he king wanted to be liked by all his
people.
#o on/ day th/ b/n/vol/nt d/spot d/cid/d that no
on/ in th/ country would b/ r/ponsibl/ for anything.
;ll of th/ work/rs r/st/d from th/ir dzily lzbors.
$l/ss :zy Oss,% th/y //clzim/d.
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The -ingdom of -ay .ss
c/
d1ufghj klzm n1/p 11t r1st v1/w//z b1/c d1f ghzj
k1l/mn/p.(:acca & :acca, 198;)
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hat is the passage about8
hat kind of information (prior knowledge or
te/tual did you use to be able to understand the
passage8 ?ention at least three.
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). "he passage is about a kingdom that became very
chaotic and disorderly because nobody worked
and took responsibility for anything.6. @omprehension of the passage is possible
because the reader uses the following types of
information>
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$e!antic infor!ation
knowledge of figurative language, e.g. split at the seams
and puns, e.g, Kay Oss for “chaos” aids the reader inarriving at the main idea of the paragraph.
%nowledge of te't structure
the passage has the structure of a fable. If the reader
realizes this, then he would be more likely to infer that the
last part is a kind of clincher and is used by the author to
demonstrate the chaotic nature of things. "herefore, the
reader will not try to decode this part.
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Schemata and How /e 0nderstand Te1t
!ocky slowly got up from the mat, planning his
escape. 'e hesitated a moment and thought.
"hings were not going well. hat bothered himmost was being held, especially since the charges
against him had been weak. 'e considered his
present situation. "he lock that held him was strongbut he thought he could break it. 'e knew however,
that his timing would have to be perfect. !ocky was
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21cellent interpretation
1" A con*ict planning to escape fro! prison
2" A wrestling !atch