Schema

Schema theory states that we all have a framework that we work from in order to understand the world around us and the messages we receive.  This is particularly important when reading a passage since we do not have the benefit of nonverbal cues to let us know what is going on nor can we ask for clarification.  If we are not equipped with the correct schema to understand a passage, our ability to do so will be limited even if we understand every word used in the passage.  Read the following passage for an example of how this works.

Passage
The procedure is actually quite simple. First, you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to the lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we don't need to discuss it here. At first the whole procedure will seem complicated. Soon, however, it will become just another part of your life. It is difficult to foresee any end to the necessity of this task in the future.

Source: Adapted from Bransford, J. D. & McCarrell, N. S. (1974). A sketch of a cognitive approach to comprehension: Some thoughts about understanding what it means to comprehend. In W. B. and D. S. Palermo (eds.), Cognition and the symbolic processes, pp. 189-229. Hillsdale, NJ: Erlbaum.

Did you have any difficulty comprehending the passage? Be assured that most readers do not comprehend the passage the first time (or even the third time) they read it. Why? What is missing from this passage that makes it difficult for us to comprehend it?

What is missing is a title or introductory sentence that introduces the topic. Had the title "Laundry" been included, we would not have experienced the same difficulty. Without a title or an introductory sentence, our schema or our background knowledge for comprehending the passage was not activated. Even though we understood every word in the passage, we still had difficulty without the activation of our background knowledge.

If a reader does not have a good idea of what the topic of this reading is or a schema that allows him or her to understand the topic, then understanding the reading becomes very difficult.  When working with ESOL students, teachers need to remember that their schema may be quite different from that of native speakers and that they may need some help in order to develop the necessary frameworks to understand course content. The following are some ways to help students develop those frameworks.

 
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