University of Illinois Urbana-Champaign

A schema-theoretic view of basic processes in reading comprehension

Anderson, Richard C.; Pearson, P. David

Content Files
TR-306.pdf

Permalink

https://hdl.handle.net/2142/31284

Description

Title
A schema-theoretic view of basic processes in reading comprehension
Author(s)
  • Anderson, Richard C.
  • Pearson, P. David
Issue Date
1984-01
Keyword(s)
  • Schema-Theoretic
  • reading comprehension
Date of Ingest
2012-05-30T17:42:46Z
Abstract
Our task is to characterize basic processes of reading comprehension. We will focus on one aspect of comprehension of particular importance to reading comprehension: the issue of how the reader's schemata, or knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become a part of the knowledge store. First, we will trace the historical antecedents of schema theory. Then we will outline the basic elements of the theory and point out problems with current realizations of the theory and possible solutions. Next, we will consider the interplay between the abstracted knowledge embodied in schemata and memory for particular examples. Then we will decompose the comprehension process in order to examine components of encoding (attention, instantiation, and inference) and retrieval (retrieval plans, editing and summarizing, and reconstructive processes). Finally, we will evaluate the contributions of schema theory to our understanding of the comprehension process and speculate about the directions future research should take.
Publisher
  • Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
  • Cambridge, Mass. : Bolt Beranek and Newman, Inc.
Series/Report Name or Number
Center for the Study of Reading Technical Report ; no. 306
Type of Resource
text
Genre of Resource
Technical Report
Language
eng
Permalink
http://hdl.handle.net/2142/31284
Copyright and License Information
Copyright 1984 Board of Trustees University of Illinois

Owning Collections

Technical Reports - Center for the Study of Reading PRIMARY