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Class practices

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Uploaded by

vernroque127
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© © All Rights Reserved
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The application of schema theory aims to assist students in activating background knowledge,

constructing new knowledge, integrating information, developing critical thinking, and ultimately
achieving knowledge application and transfer through a series of teaching activities. Within teaching
reading comprehension, there are three types of reading models to consider: the top-down model, the
bottom-up model, and the interactive model. In schema theory, the top-down approach, also known as the
concept-driven model, is foundational. It emphasizes that reading comprehension requires more than
linguistic knowledge alone, positioning schema theory as essential for understanding, particularly for L2
learners. By bridging the reader’s prior knowledge with the new passage, schema theory builds deeper
connections (Carrell & Eisterhold, 1983).

Building on these principles, the study by Ventic and Eslit (2018) at Iligan City National School
of Fisheries showcased practical schema applications within a Reading Enhancement Program, which
utilized pre-reading activities like the "Drop Everything And Read" (DEAR) program. By embedding
daily, interest-based reading practices, the program guided students to draw on cultural and prior
experiences, demonstrating improved comprehension levels on evaluative and applicative stages. Regular
assessments and individualized progress tracking helped students strengthen vocabulary and fluency
through relevant, schema-focused activities.

Similarly, another study by De Jesus and Mallari (2024) also supports schema theory’s impact on
reading comprehension, particularly through methods that connect students' pre-existing knowledge with
new material. Techniques like skimming and scanning enabled students to relate prior knowledge to new
reading contexts, thus engaging more deeply with the text. This interpretive engagement aligns with
schema’s top-down approach, allowing students to apply consistent strategies and gradually improve
comprehension levels through structured practice.

In the context of the pre-reading, while-reading, and post-reading model (Huang, 2023), these
studies reinforce how schema theory-based activities provide students with a comprehensive framework
for reading. In pre-reading, schema activation is crucial; through activities designed to awaken prior
knowledge, students become more receptive to new material. During while-reading, identifying key
information and linking concepts helps form a strong comprehension framework, while post-reading
activities such as retelling and summarizing ensure that students synthesize what they have learned,
connecting it back to their personal experiences and schemas. These cumulative activities, as illustrated
by Huang (2023), significantly strengthen students' reading comprehension and linguistic understanding.

The use of schema theory in the teaching of reading Comprehension-Hill Publishing Group.

(n.d.). https://wap.hillpublisher.com/ArticleDetails.aspx?cid=1826
De Jesus, L. D., & Mallari, R. S. (2024). English reading comprehension competencies of low

performing high school students: Inputs for instructional enhancement. rpo. ua. edu. ph.

Accessed: Jan, 7.

Ventic, M. N., & Eslit, E. R. (2018). READING FLUENCY, COMPREHENSION, AND

VOCABULARY COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS: BASIS

FOR. . . ResearchGate.

https://www.researchgate.net/publication/323959177_READING_FLUENCY_COMPRE

HENSION_AND_VOCABULARY_COMPETENCE_OF_SENIOR_HIGH_SCHOOL_

STUDENTS_BASIS_FOR_READING_ENHANCEMENT_PROGRAM

Yang, J. (2023). The use of schema theory in the teaching of reading comprehension. Journal of

Education and Educational Research, 4(1), 59–61.

https://doi.org/10.54097/jeer.v4i1.10032

Zhang, A. (2018). Application of schema theory in High school English reading Comprehension.

Communication and Linguistics Studies, 4(2), 32.

https://doi.org/10.11648/j.cls.20180402.12

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