Reading as Comprehension

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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

Reading as Comprehension

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