c




 
          



   

 

  
  
  

      



 
  
    


 
   - Jennifer Wiley, Univer

Gunning (1996) identifies three main theories of reading comprehension. These theories are
Schema Theory, Mental Models, and Proposition Theory.

Schema Theory

Gunning (1996) defines a schema as the organized knowledge that one already has about people,
places, things, and events. Kitao (1990) says the schema theory involves an interaction between
the reader¶s own knowledge and the text, which results in comprehension. This schema, as
Gunning defined, can be very broad, such a schema for natural disasters, or more narrow, such as
a schema for a hurricane. Each schema is "filed" in an individual compartment and stored there.
In attempting to comprehend reading materials, students can relate this new information to the
existing information they have compartmentalized in their minds, adding it to these "files" for
future use. Based on the Schema Theory, depending on how extensive their "files" become, their
degree of reading comprehension may vary.

Mental Model Theory

Another major theory we would like to discuss is the Mental Model. This model can be thought
of as a mind movie created in one's head, based on the reading content. Gunning gives a detailed
description of this process, stating that a mental model is constructed most often when a student
is reading fiction. The reader focuses in on the main character and creates a mental model of the
circumstances in which the character finds him or herself. The mental model is re-constructed or
updated to reflect the new circumstances as the situation changes, but the items important to the
main character are kept in the foreground according to Gunning, (1996).

Perkins (1991) identifies that sometimes misconceptions about important concepts reflect
misleading mental models of the topic itself or the subject matter within which it sits. There are,
however, interventions the teacher can do to help the reader to stay on track and create a more
accurate picture. One suggestion is for the teachers to ask the students to disclose their mental
models of the topics in question, through analogy, discussion, picturing, and other ways. This
information gives the teacher insight on the student's knowledge gaps and misconceptions,
therefore allowing them to help students reconstruct a more accurate picture.

Proposition Theory

The final explanation of comprehension we would like to discuss is the Propositional Theory.
This involves the reader constructing a main idea or macrostructure as they process the text.
These main ideas are organized in a hierarchical fashion with the most important things given the
highest priority to be memorized (Gunning, 1996).
STRATEGIES

Katims (1997) stated that learning strategies are techniques, or routines that enable students to
learn to solve problems and complete tasks independently. A strategy is an individual¶s approach
to a task. Gunning (1996) identifies four main types of comprehension strategies, which include
Preparational, Organizational, Elaboration and Monitoring.

Preparational

Gunning (1996) describes Preparational strategies as those that activate prior knowledge about a
particular topic. This method is used to get students thinking about the topic they are about to
work on. It is much easier to retain knowledge about a subject when the student is familiar with
the subject area.

Gunning (1996) identifies predicting as a type of Preparational strategy which involves

previewing parts of the text to be read. The portions of text, which are helpful in previewing, can
be pictures, titles, or the cover of the book. As the students are thinking about what will happen
based on their knowledge of the subject and the book, they focus their thoughts on the
assignment to come, which leads to better comprehension.

Organizational

Gunning (1996) describes Organizational strategies as the process of selecting important details
and building relationships from them. These strategies include: identifying the main idea and
topic sentences, classifying information, deciding which information is relevant, sequencing and
summarizing. Each of these strategies is complex and methods for improving them need to be
taught starting from basic ideas and gradually getting more difficult. Summarizing, in particular,
has been identified as a difficult skill to develop.

Elaboration

Gunning (1996) refers to elaboration as an additional processing of the text, by the reader, which
may increase comprehension. It involves forming connections between the text and the reader¶s
background knowledge of the subject. Making inferences, picturing images and asking questions
are all types of elaboration strategies.

Huffman (1998) identifies K-W-L as an elaboration strategy, which connects background

knowledge to the topic to be addressed. K-W-L is an acronym for the three steps of the
procedure: describing what we Know, what we Want to know, and what we Learned. The first
two steps are completed before the project has begun, to assess background information, and the
third step is completed afterward to make the connections.

Monitoring

Gunning (1996) defines monitoring as being aware of one¶s own mental process when reading.
Monitoring is an advanced technique that involves a great deal of independent thinking.
Monitoring occurs when a reader is aware that they do not understand what was just read. The
act of monitoring is knowing how to go back and find a way to gain understanding of the topic.
Monitoring is knowing when to use the three other types of reading comprehension strategies.

In order for the Schema theory to be effective, the student must have knowledge of the subject
they are to discuss. We may assume that if a child has little background knowledge on a subject,
they will have difficulty in comprehending readings regarding that subject. Students sharing with
the class their own schemas could alleviate this. If a student had no prior knowledge of a subject,
they could begin to build their schema based on their classmate¶s experiences.

Gunning, Thomas G. (1996). Creating Reading Instruction for All Children. Chapter 6, 192-236.

Huffman, Lois E. (1998). Spotlighting Specifics by Combining Focus Questions With K-W-L.
Journal of Adolescent and Adult Literacy, Issue 6, 470-471.

Katims, David S. (1997). Improving the Reading Comprehension of Middle School Students in
Inclusive Classrooms. Journal of Adolescent and Adult Literacy, Issue 2, 116-124.

Kitao, Kathleen S. (1990). Textual Schemata and English Language Learning. Cross Currents,
Issue 3, 147-155.

Perkins, D.N. (1991). Educating for Insight. Educational Leadership. Issue 2, 4-9.

Armstrong, Thomas. (1994). Multiple Intelligences in the Classroom. Chapter 6, 72.