Schema Theory and Reading Comprehension

Schema Theory which first introduced ages ago brings about the meaning of joining

the new information gathered from a readable materials read by an individual with their own

background knowledge that they have at the back of their mind. To be exact, they may

culturally adapt the previous knowledge through exposure to namely three aspects which are

linguistic schemata, formal schemata and content schemata. One may have differs schema

than the others which could vary the interpretation towards the texts that they read with what

the authors’ intention are written on the book. As for L1 students, trying to adapt the L2

through the numerous reading materials could also give difference impact on one

understanding towards the concept of the writing itself. The later part of this essay will give

more focus on the Schema Theory in detail.

Whereas for the reading comprehension, it explains on intensive reading of reading

materials such as books either fiction or nonfiction, magazines, various type of texts like

narrative, factual, stories, academic etc and to decode the texts in order to make meaning out

of it. One able to give meaning from what they have read and to explain whatever that they

read is about. It ensures one abilities to not only read but to compensate and comprehend the

meaning from the texts. For the reading comprehension purposes, it includes three discussed

models in reading which are bottom up, top down and interactive models. This will be further

discuss on the later part of this essay in this section with close reference to the four articles

related to the Schema Theory and reading comprehension chosen.

The Schema Theory defined above is divided into three major aspects which to be

thoroughly look into. First of all, the linguistics schematic mainly focuses on the individual

previous knowledge or readily information on the technical aspect of the language. say, an L1

individual trying to learn L2 which is the English language, they have to read something

written in English. They may be able to comprehend the texts better if they have the

appropriate background knowledge on the L2 linguistic schematic like grammar, vocabulary,

idioms etc. compared to L1 individual who have least or no previous knowledge at all about

the English linguistic, they may experience difficulties not only to understand the text, but as

far as to make meaning from what they have read. Somehow for learning English class, they

may encounter numerous troubles in adapting the new L2 in comparison to those who have

this linguistic schemata feature whenever they read something in English. Even individuals

who have this linguistic schematic have limited understanding of the reading comprehension,

the reading lesson will get the unlucky people with less or no linguistic schemata nowhere in

learning the language. They have to work hard to earn the pleasure of reading any readable

materials that they encounter.

Secondly, the formal schemata is explaining on the previous knowledge that a person

has on the structure of the texts as they read an English language text say, a storybook like the

genre of the text, the type of the text, the structure and many more. This aspect helps readers

to greatly guess and analyze the text, predicting the issue brought in one essay and the overall

content in the texts that they read. By this aspect of schemata, the individuals will be able

grasp the new knowledge or information lay out through their reading, to be adjusted, fit and

accommodate into their ready information in their mind. This could merely enhance their

reading comprehension and next to improve and increasing the language mastery.

Last but not least, the third aspect which is the content schemata is the most important

of all. The background knowledge which includes the content of the texts, the topic discussed

and the area of interest express in the reading materials will barely helps in getting the

individual in understanding and comprehending the texts in accordance to the writer’s

expectation. Even though one interpretation of one text may differs from one another and

even vary from the writer’s intention, but at least they able to relate their own schema with

what they read. This will somehow help in improving the person level of fluency in English

and their language level.

As merely mention above about the three models included in the reading

comprehension, the first model which is bottom up mainly focussing on developing

understanding from the texts that we read step by step which is from recognising word by

word, words into sentences, sentences into clusters of sentences or paragraphs and next into

the overall texts. Only then can individuals understand the whole lot of the text. This model

somehow limits individuals’ guessing and critical analysing about the texts. The model is

apparently suitable to be used amongst those who have lower grades in the language and give

enough enforcement on knowing the linguistic knowledge consists in the text rather than to

the core business here which is for reading comprehension and adding on the background

knowledge or the schemata with the new useful and beneficial information gathered from the

texts read.

Next, the top down model is talking about how the actual schema theory works where

the readers interpret the texts based on their schema or previous knowledge. They likely able

to comprehend the texts if the issue or content of the texts is align and parallel to their

previous knowledge. However, this model may disadvantaged those who have less or no

schemata related to the reading materials which will give total disruption on what they read or

demotivated them to read the texts at all. They will not experience the pleasure of reading the

L2 sources as compared to the advanced and native speaker of English.

Lastly the interactive model of reading is claimed as the most sufficient model to be

used to improve individual’s reading skills particularly in reading comprehension. This model

is the combination of both bottom up and top down model. The limitations in both models are

support by both models’ advantages. Occasionally within this model, the bottom up model

took place at the very beginning of the reading process whereby readers or individuals are still

trying to get in touch with the elements in the reading materials. The next model, top down,

will be applicable during the reading process as the reader able to come out with the meaning

or to comprehend the meaning of the texts. They are likely to develop their critical thinking

through reading analysis of the texts read. This will encourage the reading process to gain the

reader’s attention and understanding towards the issues or phenomena discussed within the

texts.

Basically in relating the schema theory with the reading comprehension, it is always

thoughtful to investigate on the effect of one model of reading comprehension with the

schema theory as discussed above. Educators are also to be aware towards the differences of

the schema theory and the reading process to enhance the reading comprehension. It is

compulsory to consider the vary interpretation of the texts by different viewers with the

writers’ intention in particular different texts. One may have different views from another.

Sometimes, the individuals schemata cannot be activated through the reading of particular

texts even though they have on due to lack of interest, fluency problems in the language,

disadvantage from the different schemata either linguistics, formal or content schemata etc.

the educators namely teachers at school have to play vital role to ensure the reading

comprehension skills are develop according to the appropriate models of reading

comprehension as well as it is able to activate the readers or most importantly students at

schools’ schemata to adapt the L2. One of the way discussed in reference to the four article

read is by implementing the pre reading activity which suit with the students’ needs and

levels.

Implication of Schema Theory in the Malaysian Classroom

As the theory discussed in the earlier part of the essay in helping L1 readers in reading

comprehension in L2, the teachers have to study more on the impact of this schema theory on

the Malaysian classroom students. For instance, one way described within the articles are the

pre reading activity to help to activate students’ different schemata towards the reading

materials that they are going to explore. However, this schema theory likely brings both

advantages and disadvantages to the readers or namely students. Merely, this section will talk

in brief about the pre reading activities, the benefits as well as the limitations of the schema

theory which will then link to the discussion on the implication of the schema theory within

the Malaysian classroom context. Thus, the implication of the schema theory in the Malaysian

classroom will come across as it is discussed further in the later part of this section.

Basically, Malaysian classroom are consist of students who speak different languages

as their mother tongue or their L1 is depend on their different races. Many speaks Malay,

some speaks Chinese with different dialects (mandarin, hakka etc) and Tamil at home. Very

few of the Malaysian students are using English as their L1. As Malay language is set as the

national language of the country, Chinese and Indian students tend to adapt Malay language

as their L2. English would only be their L3 whereas for the Malay races, it acts as their L2.

With so many culture differences, schools’ influence and family interaction in one

development both in language and cognitive, many other languages coming in such as Arabic,

Germany, Spanish, Japanese etc. however, English is still the main three important language

in the county to be learnt by all of the Malaysian students in the Malaysian classroom.

Clearly, the students’ schemata towards English are vary when it comes to reading

comprehension ability. Relating the theory with the reading process in developing the learning

of English language, teachers have to make sure that the readable materials used are suitable

to their students’ level and schemata. This is important as to enhance the students English

language development through reading process and to comprehend the text with the help of

their schemata. For instance, teachers are aware of their own students’ linguistic schemata,

formal schemata and content schemata before deciding on the most appropriate reading texts

to be used for teaching and learning process. Teachers can also adapt the sources so it would

fit to the learners’ schemata. This would give a positive impact to students as their schemata

are able to be activated through the reading texts. Hence, the interactive model of reading

process could be implemented by the students in reading the texts. With the help of their

schemata, these students are able to benefit the good elements of both bottom up and top

down model integrated within the interactive model. However, on the other hand, if the

reading texts have less or no familiar elements of the linguistics, formal and content schemata

of the students, it leads to the failure of the activation of the students’ schemata. The texts

would be misinterpreted by the students compared to the writers’ intention in the whole

passages in the texts. Therefore, neither the theory would benefits the students nor limits their

reading comprehension is all depend on the success in activate their own schemata.

In addition, as discussed in the articles related to this schema theory, the pre reading

activities are suggested to be carried out in order to help in activate the students’ schemata or

background knowledge before they read a particular text. There are several pre reading

activities listed down like for example previewing the texts, questioning and semantic

mapping. But, the most popularly claimed by educators as the most effective one are

brainstorming, questioning and answering session which related to the texts as well as the

vocabulary taught before the students engaged into the texts. This will not only help in

activating the students’ schemata, but at the same time give them new schemata to be added

on to the existing before they develop the new knowledge with the actual texts. Based on this

pre reading activity which to trigger students’ previous knowledge to help them in reading

comprehension, it implies a great implication where students introduced into the reading texts

step by step. Students are also able to get more exposure in getting them ready before the

reading process. However, certain parties claimed that these pre activities sometimes unable

to get the previous knowledge activated as expected. This is because weaker students or

students who have low proficiency seem to be the one left behind for this kind of activity.

They still have to master or at least are in the know of the basic technical knowledge of the

English language. Interest, proficiency, students’ cognitive levels, linguistics performance and

many more are the core elements before they are able to make use the benefits of this theory.

This would bring a total different towards the implication of the theory towards the Malaysian

classroom.

Next, the advantages of the theory would also give different implications towards the

Malaysian classroom context. Particularly, the theory offers a more easier and suitable way to

adapt L2 by integrating the previous knowledge with the new input gathered from their

reading process. This will help them in reading comprehension and make meaning critically

through interactive models of reading process. They are developing in the language through

reading skills which includes meaning guessing, skimming and scanning texts and avoid

being too texts bound. For example, if urban area students are introduced into a text which

related to public transport like LRT, they basically have the content schemata about it. Maybe

they didn’t know certain technical term related to LRT, but they are able to skip that and not

translate everything literally to make meaning out of the whole text. They knew which and

which are the important points discuss on the LRT. On top of that, they maybe have higher

proficiency in the language as they are staying in urban area compared to those in rural area.

This will likely give different implications for the Malaysian classroom as the schools are all

over the country with different living style, opportunity, exposure and many more. The urban

people most likely benefit the place they are living in as they are nearer to useful places and

facilities like library, bookstores, museums etc. in this context, the schema theory bring about

many positive implications for the students in reading comprehension. On the other hand,

those unfortunate people with little exposure to every elements of the English language in

their entire life would have to work hard to be as same level as those in the urban area as they

may lack the content schemata say, the LRT topic just now.

Besides, the limitations of the theory would give a negative implication towards

the Malaysian classroom students. for example, one of the limitation of this theory is that

every time students read the text and before they get to link their schemata or the previous

knowledge with the new knowledge within the text, they must have at least an overlap

between the new knowledge in the text with their schemata. Too much gap between their

schemata and the texts itself would result on a less successful of reading comprehension with

relation to the theory. Relating one’s previous knowledge with the text’s new information

requires students’ countless and numerous time of exposure towards different types of texts as

well as genres. This is to get the students to be familiar with recognizing the words as they are

learning from the text, to widen their vocabulary by not only referring to dictionary through

the bottom up model of reading process, but also from guessing the meaning in the context

through the top down model of reading process. Sometimes students have lack exposure to

other text to develop their own schemata before they could add on the schemata with the new

knowledge from the next different text. To be exact, numerous contacts to various type of

texts every now and then is needed to develop students’ schemata before they able to adjust

the schemata with the new schemata gain from the current text that they read. This will

disadvantage students who have less experience in encountering different texts at school.

They may lack of either linguistics, formal or content schemata which hinders their learning

development and reading comprehension. For instance, students read a particular text which

discusses about the comparison between different vehicles like lorry and bicycle. They may

have content schemata about bicycle through their real life situation where they maybe own a

bicycle, but without the schemata or previous exposure to the lorry, they may find reading the

text is quite stressful.

Indeed that the theory have positive influence and bring positive changes in students’

reading comprehension, somehow, students still have to have a fluency and proficiency of the

language. Otherwise, even they have the background knowledge about a particular text to be

read, but with lack of proficiency in the language, it may distract their understanding of the

text. They even are having a hard time to express their opinion about the text or even to react

appropriately and correctly when reading a text. Overall the top down model of reading

process is suitable to activate the schemata through the text but we are also advised not to

neglect the benefit of the bottom up model in recognising one to one word to decode the

meaning as the basic skills in reading process. This will result in low level of understanding or

comprehending the text as Malaysian classroom students have difficulty in acquiring

appropriate fluency and proficiency of the language. The teachers are set to obey the syllabus

to teach the students which will give a little pressure to students as they have many to be

mastered at one time.

In addition, the theory would also give different implication towards different students

as they may differ in texts’ interpretation, feedback and understanding. It is nearly impossible

for the reader to have the same opinion or interpretation of a particular text with the writers’

intention. The reader and texts’ relationship may differ from one another as students have

different views about the same texts as they undergo the same text at the same time. They

even have different linguistic, formal and content schemata from one another to relate it with

the new schemata within the new text and have exactly different ways in adjusting and fitting

the new schemata gathered from the text to their readily previous knowledge.

Therefore, the schema theory either good or bad implications are different towards one

another with higher dependence on the students level of cognitive in the language itself.

Teachers have to get themselves efficient by investigating students’ schemata in order to

choose or adapt the sources used for the students’ reading comprehension development.

Conclusion

In my opinion, this schema theory as discussed above brings about both benefits and

limitations. I agree that the relationship between texts and reader is important in helping L1

students to enhance their L2 mastery. However, with regards to the schemata or previous

knowledge in the context of reading comprehension, one should be able to get their schemata

activated through the text that they use for reading comprehension which suitable for their

level. The pre reading activity as well as while and post reading activities have different pros

and cons. All the reader or the L1 students need to do are to equip themselves with as many

vocabulary of the L2 as they can, read more of various texts, used both bottom up and top

down model which is the interactive model in developing their reading comprehension. I

think, it is a lot easier for teachers to use reading comprehension questions, information

transfer activity, rebus reading and writing and many more to help these students to trigger

their previous knowledge that they have which related to the text that they read.

Hence, teachers should play their important role in helping to integrate the usefulness

of the theory with the reading process models to develop their L2 during the teaching and

learning process.