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Journal
of Emerging
Trends
in Educational
Research
and2141-6990)
Policy Studies (JETERAPS) 5(4):405-409 (ISSN:2141-6990)
Scholarlink
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(ISSN:
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Abstract
Learners of English as a second language (L2) experience difficulties understanding what they read in terms of
language and cultural settings. Effective comprehension is vital to the learner as it enhances performance not
only in English, but also the other subjects offered in the school curriculum. This can be achieved when learners
engage in reading strategies that will enable them activate relevant background knowledge. This study, guided
by the schema theory was therefore carried out to investigate classroom strategies employed for reading
comprehension ability. The objectives of the study were to investigate if learners employed reading strategies in
the language classroom to enhance reading comprehension ability and establish if they activate background
knowledge in the reading process. The study used a mixed method research design. Two hundred and fifty six
form three secondary school learners were sampled through systematic random sampling from a population of
855 from all the 16 secondary schools at the time of study (2011) in Kisumu North Sub County. Data was
collected by means of classroom observation and a students questionnaire and this limited the findings to be
generalized to other learners with similar characteristics. Data analysis revealed that learners did not employ
appropriate reading strategies thus not activating background knowledge which hindered effective
comprehension. From the analysis and interpretation of the findings, the study concluded that reading strategies
had significant influence on activating background knowledge for effective comprehension. The study
recommends that instruction on reading strategies should be given to learners throughout the reading process in
order to enable them activate relevant background knowledge. This study will provide insights to teachers and
students on the significance of always using reading strategies to activate background knowledge as this will
result to reading with a purpose hence effective comprehension.
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Keywords: reading strategies, background knowledge (schema), comprehension ability, text.
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disciplines, thus leading to poor academic results in
INTRODUCTION
Reading is depicted as a basic skill and is demanded
English (Ahmet, 2009). The background knowledge
in the education system in the society, (Lei, 2010;
a reader has enables him/her to understand what he is
Cox, 2009; KIE, 2002; Brindley, 1994) as it is a
reading as he combines textual information with the
prerequisite to most subjects offered in the school
information they bring to a text during the reading
curriculum. More still, our everyday demands are
process. This gives reason why learners should
placed on readers of print and there are few aspects of
activate background knowledge (schema) through the
our lives that are not linked in one way or another to
use of appropriate reading strategies for
the reading of print (Brindley, 1994). Reading skills
comprehension to be effective. The richer the
of English language include those skills that help
schema is for a given topic, the better a reader will
students to recall what they have read, comprehend it
understand the topic. Comprehension of a text will be
and analyze. Comprehension requires efficient
difficult if a readers schema is incomplete and does
knowledge of the world and a given topic, and an
not provide an understanding of the incoming data
efficient knowledge of the language (Grabe, 1997). It
from the text. (Rumelhart, 1977).
is therefore through reading that learners will widen
their experiences and knowledge about their culture
There is evidence that many of the serious problems
and other cultures hence understand the world around
facing secondary school English reading should be on
them.
lack of understanding of what the students have read
(KNEC Report 2011, Lei, 2010;Masinde, 2005).
There is need for learners to acquire reading skills
There is a great concern among educators that
and strategies early enough in their life for if they do
students reading is declining at an alarming rate
not understand what they read, they will struggle to
(Agak, 1995). Diller (2007) observes that despite
cope with the demand for reading in all academic
teachers trying to improve the understanding of
405
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 5(4):405-409 (ISSN:2141-6990)
reading, many students while decoding do not
comprehend what they are reading and a large
number of pupils join secondary schools with
extremely weak reading skills (Hodgson, 2008). This
is one among several reasons why reading skills
should be developed deliberately and systematically
in secondary schools (KIE, 2006) as most of the
learning in all subjects is through reading, in a
language, which students have not mastered well.
It is therefore; in this light, to note that the acquisition
of reading skills is important and students need to
refine them during their course of study. Students
need to engage in activities that would enable them
activate background knowledge which they should
relate to the task at hand. In view of the above, and
because of the role played by reading across the
school curriculum, one could argue that if learners
utilized appropriate reading skills and strategies,
effective comprehension would be enhanced. This
resulted to a knowledge gap to investigate if learners
employed reading strategies in the language
classroom to enhance reading comprehension ability.
Comprehension
Figure 1.1: Interaction of Background Knowledge
and Printed Word
The Reading Process
Reading is an interactive meaning making process,
(Anderson, 1999; Carrell, 1988), in which readers
utilize a multitude of strategies to achieve the goal of
comprehension. The process of reading requires the
reader to construct meaning from a written text (Ur,
1996). The readers utilize a multitude of strategies to
achieve the goal of comprehension. The interaction in
this perspective takes place at three levels: The
interaction between lower-level and higher-level
skills, between bottom-up processing and top-down
processing, between the background knowledge
presupposed in the text and the background
knowledge of the reader. The interactive model
explains that higher order knowledge, influences the
processing at lower level. Therefore, when
information from one source, such as word
recognition, is deficient, the reader will rely on
information from another source, for example,
contextual clues or previous experience to enhance
reading. All these sources of knowledge influence the
processing and final interpretation of the text
(Rumelhart, 1977). This information from different
sources converges in the mind, where it is accepted,
retained and allocated according to needs. The reader
is thus expected to use appropriate reading skills and
strategies to retrieve this information (schema).
STUDY OBJECTIVE
The main purpose of this study was to find out if
learners employed reading strategies in the language
classroom to activate background knowledge for
effective reading comprehension.
RELATED LITERATURE
Conceptualization of Schemata
Schema theory states how knowledge is acquired,
processed, and retrieved (Ahmad, 2006). All
knowledge is organized into units and within these
units; information gained through experiences is
stored as cognitive constructs, in the long-term
memory (Widdowson, 1983). Therefore the schema
one has enables to interpret the information read and
continues to change as new information received
build mental representations in a readers mind in
relation to the past experience. A text does not carry
meaning by itself (Brown, 2001), but the reader
brings information, knowledge, emotion, and culture
to the printed word. This implies that the reader
contributes more information to what he is reading
and the understanding of a text depends on how much
related schema they have. When one aspect of a
schema is activated, the whole schema becomes
available to the reader and, in turn, affects the
interpretation of the text. This meeting of the reader
and the text is what results to comprehension (Hoey,
2001) as illustrated in figure 1.1. For a reader to
achieve this during the reading process he has to
employ reading strategies that can activate
background knowledge.
Reading Strategies
Omulando (2009) views a strategy as a classroom
activity, specifying the teacher learner roles in a
language classroom. The learner may be understood
as an active reader who constructs meaning through
the integration of the already existing schemata and
new knowledge and the flexible use of strategies to
foster,
monitor,
regulate
and
maintain
comprehension. Thus, comprehension largely
depends on the readers ability to interact with the
406
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 5(4):405-409 (ISSN:2141-6990)
text using pre reading, during reading and after
reading strategies (Iwai, 2007; Ajideh, 2003).
Schema theory requires activation of background
knowledge before starting to read in order to
comprehend the text better.
Figure 1.1:
Strategies
Skills Important
Key:
1-Never
2- Rarely
1
107
72
87
69
83
Frequency
2
86
117
123
78
75
3
51
43
39
26
63
56
4
12
24
7
83
193
42
85
99
21
93
95
84
41
49
93
37
13
58
62
685
(26%)
96
847
(33%)
51
512
(20%)
47
516
(21%)
3- Occasionally
4-Always
407
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 5(4):405-409 (ISSN:2141-6990)
from a text as they set a purpose for reading.
However, minimal instruction was given to learners
as pre reading strategies. It is therefore important that
reading strategies are employed to activate relevant
background knowledge as this acts as valuable clues
to the text to be read.
RECOMMENDATIONS
From the findings and conclusions of this study,
curriculum developers and teachers should consider
activities that will engage learners use appropriate
reading strategies to activate background knowledge
for effective comprehension.
REFERENCES
Agak, O.John (1995).Reading Literacy in Relation to
patterns of Academic Achievements in Kenya .Umea
University Sweden.
Ahmad Al Issa (2006). Schema Theory and L2
Reading Comprehension: Implications for Teaching
.Journal of College Teaching & Learning July 2006
Volume 3, Number 7 Retrieved February 10, 2011
from http://journals.cluteonline.com
Ahmet, O.S. (2009). Reading Improvement.
Retrieved
August
15,
2010
from
http://www.thefreelibrary.com
CONCLUSION
The study concludes that the learners were aware that
reading strategies are important for effective reading
comprehension but did not use them appropriately
thus hindered effective comprehension. Pre reading
activities give learners a clue of what they expect
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 5(4):405-409 (ISSN:2141-6990)
Gall, M.D., & Borg, W.R. (2007). Educational
Research: An Introduction (8th Ed USA: Pearson
Education Inc
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