Theoretical Framework Essay

1082 Words Feb 1st, 2013 5 Pages
Analysis of Theoretical Framework
By: William Collins The dissertation by Constance L. Pearson focuses on the issue of reading comprehension and the barriers associated with reading comprehension. Pearson identifies a variety of factors that impact reading comprehension. The motivation level of the reader, the reader’s reading level, the level of the content, and the reader’s interest significantly impact an individual’s comprehension ability. (Pearson, 1987). Pearson argues there is a direct relationship between schema and reading comprehension. Schema refers to the background knowledge on a specific topic or idea an individual has, it is all the ideas someone has related to a particular word or concept (Rumelhart, 1980). Pearson
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Expecting students to comprehend a topic or issue they know nothing about is a poor example of responsible teaching. It is the teacher’s responsibility to provide students the necessary information to make informed and reasonable decisions. Pearson argues the advanced organizer is the solution to the reading comprehension problem. The best advanced organizers are teacher created. High quality commercial graphic organizers are not readily available. They are often limited or poorly matched for the topic or lesson at hand and many are outdated as educational research continues to improve. Pearson identifies three types of advances organizers, the verbal organizer, the anticipation guide, and the graphic overview advance organizer. The verbal organizer is the simplest of the three and a reliable tool for introducing new information. The organizer introduces students to new information my associating or linking it with prior knowledge. The verbal organizer has proven an effective tool for increasing reading comprehension (Vacca & Vacca, 1986). The anticipation guide requires students to think about the information before hand by answering a series of true and false questions related to the topic. Students rely on their prior knowledge to answer the questions, then make the necessary changes as they read the selection and learn new information. The guided reading activities that often accompany new content are

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