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 writers
expectation. Even though one interpretation of one text may differs from one another and
even vary from the writers 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 individuals 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
readers 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 didnt 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 ones previous knowledge with the texts 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.