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TMS3715 S2 ASSIGNMENT 4 2024
- Course
- TMS3715
- Institution
- University Of South Africa (Unisa)
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LOLA JACOBS ASSIGNMENTS © 2024TMS3715
Department Language Education, Arts and
Culture
ASSIGNMENT NO: 04
YEAR : 2024
PREVIEW:
Question 1.1: Schema Theory and Its Relevance in the South African
Classroom Context
Schema Theory Explanation and Relevance
Schema theory, developed by cognitive psychologists like Bartlett and furthered
by researchers such as Rumelhart, posits that all knowledge is organized into
units or schemas. These schemas are mental structures that help individuals
organize and interpret information based on prior knowledge and experiences.
When new information is encountered, it is either assimilated into existing
schemas or used to modify them (accommodation).
In the modern-day South African classroom, schema theory is highly relevant
due to the diverse cultural, linguistic, and socioeconomic backgrounds of
students. This diversity means that students come to the classroom with varied
, LOLA JACOBS ASSIGNMENTS © 2024
prior knowledge and experiences, which can significantly impact their learning
processes. Utilizing schema theory allows teachers to connect new information
to students' existing knowledge bases, thereby facilitating better
comprehension and retention.
Using Schema Theory to Teach Reading
Applying schema theory to teaching reading involves activating students' prior
knowledge before introducing new texts. This activation helps students make
connections between what they already know and the new information they
encounter in the text. For home language learners, this approach is particularly
beneficial as it enhances comprehension and engagement with the reading
material.
Practical Examples in Teaching Reading
a. Pre-Reading Activities: Before introducing a new text, I would engage
students in discussions that activate their prior knowledge related to the
text's theme. For instance, if the text is about traditional South African
folktales, I would ask students to share stories or cultural practices from
their backgrounds. This activity helps to build a foundation for
understanding the new material.
b. Using Visual Aids: Incorporating visual aids such as pictures, videos, or
mind maps can help students connect new vocabulary and concepts to their
existing schemas. For example, when teaching a story about wildlife in
South Africa, showing images of animals and their habitats can activate
students' prior knowledge and make the reading more relatable.
c. K-W-L Charts: Implementing K-W-L (Know, Want to know, Learned) charts
in the classroom encourages students to think about what they already
know about a topic, what they want to learn, and what they have learned
after reading. This strategy not only activates prior knowledge but also sets
a purpose for reading and reinforces learning.
Question 1.2: Models of the Reading Process
1.2.1 Define and Explain the Bottom-Up, Top-Down, and Interactive
Reading Models
Bottom-Up Model: This model views reading as a linear process where readers
decode individual letters and words before understanding the larger text. It
emphasizes the importance of phonics and word recognition. Reading starts
with the smallest units of language (letters and sounds) and builds up to the
comprehension of whole texts.
Top-Down Model: In contrast, the top-down model posits that reading is driven
by the reader's prior knowledge, expectations, and predictions about the text.
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