Anderson’s article identifies schema theory as one’s own personal experiences and how each individual uses their experiences to make sense of the text. Individuals from different backgrounds and cultures have different experiences thus text may have multiple or different meanings across cultures and backgrounds. Schema will differ in individuals for many reasons including; age, sex, race, religion, nationally, and occupation.
A reader must have the ability to recall or picture objects or events in order to make sense of the given text. If background knowledge or personal experience is missing than one may have a difficult time understanding of the text. The reader may read the text literally. In Anderson’s article, he used a sentence about Big Number 37 inferring that a baseball player hit a home run. Interpretation of this sentence may be difficult for individuals who do not have any background knowledge of baseball.
Six schemata functions were identified to include the many different levels of reading skills which effect both learning and memorization of the text. First, schema provides scaffolding which makes adding new information into memory easier. Secondly, allocation of attention allows the reader to know what parts of the text are important. Thirdly, Inferential Elaboration, enables one to produce inferences. Orderly search of memory enables the reader to recall the information needed. Next, editing and summarizing allows the reader to include important details while omitting minor details. And Finally, inferential reconstruction helps create hypotheses about missing information.
In the classroom, the six different levels of schema can be supported by teacher led activities and modeling. The following strategies are some of the techniques I have used in my classroom to help with each of the six levels of schema. Before reading I try to build prior knowledge to aid in the scaffolding process. New vocabulary is taught, short passages are read orally, video clips and pictures relating to the topic are played to gain interest and build on prior knowledge. Graphic organizers such as the K-W-L or 3-2-1 are also used to help access any prior knowledge a student may have. These activities also help students without prior knowledge of the topic. While reading I model allocation of attention by highlighting and making notes on important details of the story. Graphic organizers are also used to record the important information during the reading process. Inferencing skills are reviewed by pausing during the reading activity, prompting the students with questions and guided whole class discussions. Search of memory includes the use of graphic organizers such as the KWL or 3-2-1, whole group discussions, talking to the text and peer-to-peer connections such as think-pair-share. Editing and summarizing could include strategies such as teacher modeling, outlines, graphic organizers, class discussions and think-pair-share. Finally, inferential reconstruction strategies include teacher modeling, whole class discussions, and peer connections.
This article helped me realize I was already using some strategies to guide students through the six level of schema. I am looking forward to learning new strategies that I have not tried.
"Theory to Practice" 