Differences in schema for text structure in the reading comprehension of Filipino first-year college students



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Discussions of the basic processes of comprehending what is in texts revolve around the notion of schema, the fundamental element upon which all information-processing depends (Rumelhart, 1975). Several types of text organization have been identified in the literature to explain how readers activate their schema for text structure in order to comprehend both narrative and expository passage. Meyer (1975), for example, argued for the use of the readers' schema for top-level structure in comprehending expository texts. In her investigations, Meyer found a relationship between the readers' schema for top-level structure and the amount of idea units recalled and retained. Studies applying Meyer's theory to ESL readers gave indications that non-native readers of English had the schema for recalling and retaining superordinate ideas but could not use that schema for retrieving other information from texts. [...]



Reading comprehension, College students--Philippines, English language--Study and teaching (Higher)--Philippines