Literaturnachweis - Detailanzeige
| Autor/inn/en | Adams, Marilyn Jager; Collins, Allan |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | A Schema-Theoretic View of Reading. Technical Report No. 32. |
| Quelle | (1977), (49 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; Comprehension; Models; Prose; Reading Comprehension; Reading Processes; Reading Research; Reading Skills; Theories |
| Abstract | This paper provides a general description of schema-theoretic models of language comprehension and examines some extensions of such models to the study of reading. The goal of schema theory is to specify the interface between the reader and the text: to specify how the reader's knowledge interacts with and shapes the information on the page and to specify how that knowledge must be organized to support the interaction. The general theory is illustrated with an analysis of knowledge and processing at four levels of a good reader's understanding of Aesop's fable, "Stone Soup": the letter and word level, the syntactic level, the semantic level, and the interpretive level. The analyses illustrate that comprehension depends on the reader's ability to relate knowledge and textual information, both within and between levels of analysis. The power of schema-theoretic models lies in their capacity to support these interactions through a single, stratified knowledge structure and a few basic processing mechanisms. They provide a way of integrating our understanding of text with our understanding of the world in general. (AA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
