Reconciling Schema Theory with the Basal Reading Lesson

Document Type

Article

Journal/Book Title/Conference

The Reading Teacher

Volume

39

Publication Date

1985

First Page

194

Last Page

197

Abstract

Reviews the implications of schema theory for reading instruction and discusses how basal reading lessons can be altered to shift emphasis from evaluation activities after reading toward instructional activities preceding reading. A sample lesson is presented that uses enrichment activities to build background knowledge and provides skill instruction prior to reading. This approach also involves discussing the story through guided questioning and guided silent reading. Postreading activities are designed to review and assess learning to direct future instruction. It is suggested that this approach has the potential to fill the gap between current theory and classroom reading practice.

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