Literaturnachweis - Detailanzeige
| Autor/inn/en | Tierney, Robert J.; Pearson, P. David |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | Schema Theory and Implications for Teaching Reading: A Conversation. Reading Education Report No. 67. |
| Quelle | (1986), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Elementary Education; Opinions; Prior Learning; Reader Text Relationship; Reading Comprehension; Reading Instruction; Reading Processes; Reading Research; Research Utilization; Schemata (Cognition); Theories |
| Abstract | Research discoveries over the past 15 years concerning reading comprehension have had a significant impact on reading instruction, particularly schema theory. This theory, based on prior learning, which states that the reader uses the text to construct a meaning within his or her own mind, affects what teachers can do to help students improve comprehension. A conceptual rather than a definitional or contextual approach should be used to teach vocabulary, because it shows students how particular vocabulary items relate to other concepts they already know. Further, teachers should encourage students' initiative in reading, and encourage them to pause and think while reading. In this way, teachers can help children select schemata for understanding a new selection. Schema theory also affects the ways teachers can help children extend beyond the text and interact with it at more complex levels, by emphasizing the importance of helping students get background knowledge and of respecting the reader's role in creating meaning. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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