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    Effectiveness of Schema Theory: Its Impact To The Reading Performance of College Students

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    George Kevin Tomas
    This document discusses how schema theory explains how readers understand and remember text. It states that schema theory describes how a reader's prior knowledge interacts with new information from a text. It also measures reading performance as understanding, using, and reflecting on written texts. The document presents schema theory's three crucial types of schemata for comprehension: linguistic knowledge, script knowledge, and knowledge of text structures. It poses research questions about assessing students' reading comprehension based on these three schemata and determining if there is a relationship between the assessed comprehension and students' actual reading performance level.

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    Effectiveness of Schema Theory: Its Impact To The Reading Performance of College Students

    Uploaded by

    George Kevin Tomas
    30 views7 pages
    This document discusses how schema theory explains how readers understand and remember text. It states that schema theory describes how a reader's prior knowledge interacts with new information from a text. It also measures reading performance as understanding, using, and reflecting on written texts. The document presents schema theory's three crucial types of schemata for comprehension: linguistic knowledge, script knowledge, and knowledge of text structures. It poses research questions about assessing students' reading comprehension based on these three schemata and determining if there is a relationship between the assessed comprehension and students' actual reading performance level.

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    This document discusses how schema theory explains how readers understand and remember text. It states that schema theory describes how a reader's prior knowledge interacts with new information from a text. It also measures reading performance as understanding, using, and reflecting on written texts. The document presents schema theory's three crucial types of schemata for comprehension: linguistic knowledge, script knowledge, and knowledge of text structures. It poses research questions about assessing students' reading comprehension based on these three schemata and determining if there is a relationship between the assessed comprehension and students' actual reading performance level.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    30 views7 pages

    Effectiveness of Schema Theory: Its Impact To The Reading Performance of College Students

    Uploaded by

    George Kevin Tomas
    This document discusses how schema theory explains how readers understand and remember text. It states that schema theory describes how a reader's prior knowledge interacts with new information from a text. It also measures reading performance as understanding, using, and reflecting on written texts. The document presents schema theory's three crucial types of schemata for comprehension: linguistic knowledge, script knowledge, and knowledge of text structures. It poses research questions about assessing students' reading comprehension based on these three schemata and determining if there is a relationship between the assessed comprehension and students' actual reading performance level.

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    Effectiveness of Schema Theory: Its Impact to the Reading

    Performance of College Students

    Sean Kyle G. Llanes


    BSEd 4-English
    Motivating Question:

    “How can we explain how readers understand and


    remember text?”
    Schema Theory

    Anderson & Pearson (1984) specifies how prior knowledge


    (in the reader’s memory) interacts with and shapes
    incoming information (from the text) and how this
    knowledge must be organized to support this interaction.

    Reading Performance

    It measures the capacity to understand, use and reflect


    on written texts in order to achieve goals, develop
    knowledge and potential, and participate in society.
    Theoretical Framework

    According to Anderson and Pearson, the degree of


    comprehension achieved by the reader is greatly
    influences by the degree to which the reader’s and the
    text’s schemata match. There are three types of schemata
    that are crucial for comprehension to take place: (1)
    linguistic knowledge; (2) script knowledge; and (3)
    knowledge of text structures.
    Conceptual Framework

    linguistic
    knowledge

    Schema Reading
    script knowledge
    Theory Performance

    knowledge of text
    structure
    Statement of the Problems

    • How may the reading comprehension skills of the


    students be described based on the Schema Theory in
    terms of:
    • script knowledge
    • linguistic knowledge
    • knowledge of text structures
    • What is the level of the reading comprehension
    performance of the students?
    • Is there a significant relationship between the
    assessed reading performance of the respondents based
    on the schema theory and the actual level of reading
    performance of the respondents?
    Research Design

    Descriptive-Correlation

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