Lesson 1: Schemata Reading Theory Flashcards
It is a hypothetical mental structure for representing generic concepts stored in memory.
schema
It is the plural term of schema.
schemata
They are created through experience with people, objects, and events in the world.
schemata
They can be seen as the organized background knowledge, which leads us to expect or predict aspects in our interpretation of discourse.
schemata
It states that “The mind stimulated by key words or phrases in the text or by the context activates a knowledge schema.”.
Cook 1989:69
It implies that we are not necessarily dealing with conscious processes but rather with automatic cognitive responses given to external stimuli.
Cook 1989:69
This view clarifies that schemata are activated in one of two ways:
1. New information from the outside world can be cognitively received and related to already known information stored in memory through retrieval or remembering.
2. New information can be represented by new mental structures.
Cook 1989:69
According to __________, in both cases, the individual is piecing bits of knowledge together, attempting to make sure of them.
Plastina (1997)
The 2 main features of schemata.
flexibility and creativity
It is the main feature of schemata wherein they undergo a cyclic process within which changes are brought about actively and economically.
flexibility
It is the main feature of schemata wherein, for example, is stored in memory and provided when needed with the least amount of effort.
flexibility
It is the main feature of schemata wherein they can be used to represent all types of experiences and knowledge.
creativity
It is the main feature of schemata wherein, for example, they are specific to what is being perceived.
creativity
It is the task we do before reading.
pre-reading activity
According to ________________, the purpose of pre-reading activities is to motivate the students to want to read the assignment and to prepare them to be able to read it.
Chastain (1988)
According to _________________, in such an approach to reading the ultimate pre-reading activities may include words definitions, to clarify the meaning of difficult words; and/or some syntactic explanation to help the students to understand complex structures in the text.
Chastain (1988)
According to _____________, pre-reading plan is a three-step assessment/instructional procedure, which, like Au’s ETR method, uses a discussion-bases activity in the assessment stage.
Langer’s (1981)
Tips on pre-reading activities
- Accessing prior knowledge
- Writing your way into reading (writing about your experience related to the topic)
- Asking questions based on the title
- Semantic mapping
- Making predictions based on previewing
- Identifying the text structure
- Skimming for general idea
- Reading the introduction and conclusion
- Writing a summary of the article based on previewing
It is a graphic organizer that’s also known as cause-and-effect diagram.
Fishbone diagram
It is a graphic organizer that is a useful tool for organizing information that shows relationships between a central issue and its contributing factors.
Fishbone diagram
It is a graphic organizer that helps students map out cause-and-effect relationships within a story, article, or other text.
Fishbone diagram
It is a graphic organizer that helps readers link their background knowledge to specific events or themes in the text, which deepens the understanding of the context.
Fishbone diagram
It is a graphic organizer that is an adaptation of the popular KWL Chart (Know, Want to know, Learned).
KWLH Chart
This chart helps activate prior knowledge, set reading goals, and reflect on how new information is acquired.
KWLH Chart
It works well with content schema because it allows students to top into their existing knowledge about a subject and predict what they might learn.
KWLH Chart
It is the K in KWLH Chart.
What I Know
It is the L in KLWH Chart.
What I’ve Learned
It is the W in KWLH Chart.
What I Need to Know
It is the L in KWLH Chart.
Using this, students can relate what they already know to what they’re about to read, encouraging them to engage with the text more deeply.
KWLH Chart
It is a visual representation of a process or sequence, which is particularly useful for understanding chronological order or the steps in a process.
Flow Chart
This helps students compare and contrast two or more concepts or ideas.
Venn Diagram
It is a valuable tool for enhancing content schema, especially when students are asked to connect new information with what they already know.
Venn Diagram
By identifying similarities and differences, students can create associations between the text and their prior knowledge.
Venn Diagram
It is used to compare and contrast various attributes of concepts or categories.
Semantic Feature Analysis Chart
It is particularly useful for enhancing students’ understanding of vocabulary and conceptual relationships.
Semantic Feature Analysis Chart
In reading, this chart helps readers explore multiple features of a concept, making connections between their existing schema and new ideas from the text.
Semantic Feature Analysis Chart
It is a visual representation of relationships between ideas, usually with a central concept connected to related ideas.
Concept Map
It helps readers organize and link information based on their existing knowledge.
Concept Map
When reading complex or dense material, this allows students to break down the content into digestible chunks. facilitating connections with their content schema.
Concept Map
This is similar to a concept map but typically focuses on brainstorming ideas around a central theme or concept.
Cluster Map
It helps students build connections between ideas, themes, or categories based on their prior knowledge which in turn strengthens their content schema.
Cluster Map
