The article, Role of the Reader’s Schema in Comprehension, Learning, and Memory by Richard C. Anderson explains the schema theory and how it relates to learning and comprehension in the classroom. Schema is a person’s prior knowledge based on their past experiences. Schemata goes hand in hand with comprehension, not only of a text but also of new concepts being learned. Anderson states, ” In schema-theoretic terms, a reader comprehends a message when he is able to bring to mind a schema that gives him a good account of the objects and events described in the messages.” Students are only going to be able to comprehend what they already know. Students are going to be more engaged in a text if they can relate to it and have some prior background knowledge to the topic being taught. Anderson gave a lot of great examples throughout the article of different sentences and passages that would only make sense to a person with some schema about the topic. If a student does not have any background knowledge on a text that is being read it is going to be harder for them to construct and interpret what is being read. As a teacher we need to activate schema to help students better understand a text. Students are going to comprehend and remember what they read if they are interested in the topic as well as have some prior information on the topic in which they already know.
Schema is also based on culture. Every person’s schemata is going to be different based on where they grew up, their religion, their occupation, race, etc. Some people may read a passage and get a completely different interpretation of it than another person just based on their past experiences and perspectives. This is why it is so important as teachers that we get to know each and every one of our students and understand their backgrounds. This is going to help us as teachers become better teachers in being able to have our students activate that prior knowledge. If we are unaware of what our students know and don’t know we are not going to be able to help them succeed in the classroom.
As teachers it is important that we ask questions that will activate students’ prior knowledge. Before reading a book in guided reading, we always make a prediction based on the front cover and go for a “picture walk” and ” sight word walk”. This helps me determine what words and information students already know before reading the text. This also helps diminish some students’ anxiety about reading when we have talked about the pictures and some of the words. This helps students make text to text and text to self connections.
Another strategy that I like to use with my students is the use of a KWL chart before starting a new unit or discussing a new topic. I think it is important for me as a teacher to see what students already know so I do not have to spend as much time on those points and then see what students want to know, which are things I will spend more time on.
Using schema in the classroom is so important for teachers. We need to get to know our students and where they came from. This will help us better instruct them to be great readers and great learners.
