Theory Synthesis

By Weiyan Xia
Schema Theory
Schema Theory is one of the Constructivist theories. It is a theory that strives to explain the
mechanism of the creation and utilization of knowledge by readers. According to schema theory,
people organize knowledge they acquired into schemata, or build up knowledge structure.
Schema Theory has two significant characteristics:
I.

Everyones Schemata are individualized, and the differences in existing schemata greatly
influence learning. Schema Theory suggests that the more elaborated an individuals schema
for any topic, the more easily he or she will be able to learn new information in that topic area;

II.

without existing schemata it is very hard to learn new information on a topic.

Knowledge structures are pliant and expandable. They are constantly changing.
Schema THeory articulates three processes through which existing knowledge structures
change:
1. Accretation: learners take in new information but have to need to change existing schemata;
2. Tuning: an existing schema is modified to incorporate new information;
3. Restructuring: a new schema must be created by the learner because the old one is no longer
sufficient.
Schema Theory has most influenced reading instruction by highlighting the central role of
existing knowledge in processing new knowledge. Since the educators understand the
importance of existing knowledge to the acquisition of new knowledge, many classroom
teachers have applied the instructional strategies of building and activating students prior
background on the before-reading phase. Instructional practices such as webbing, vocabulary
activities, anticipation guides, and previewing all build and activate students schemata prior to
reading.
Schema Theory emphasizes the central role of activity in learning and reading processes. In
Schema Theory, students actively build up new schemata and restructure existing schemata as
they read and learn.
Psycholinguistic Theory and Whole Language Theory
In nature, Psycholinguistic Theory is another one of the Constructivist. Psycholinguistic Theory
is defined in the New Oxford American Dictionary (Stevenson & Lindberg, 2010) as the study of
the relationships between linguistic behavior and psychological processes, including the
process of language acquisition. (p. 1409)

Psycholinguistic Theory considers reading primarily as a language process. It argues that

readers rely on language cueing systems to help them rapidly read text, including systems of
syntactic, semantic, and graphophonic information. Syntactic cues are those related to the
grammatical structure or syntax of the language that allow readers to predict the next words in
the text. Semantic cues are those related to the meaning of the words and sentences that allow
readers to predict the next words in the text. Graphophonics cues are those that are derived
from the visual patterns of letters and words and their corresponding sounds that allow readers
to predict the next words in the text.
Additionally, Psycholinguistic Theory states that readers use their knowledge about language
and the world in general, to drive their thinking as they engage in the reading process.
According to Psycholinguistic Theory, prediction is a key part of the reading process. Readers
make and test hypotheses while reading.It suggests that the predictions readers make about the
text are based on their knowledge in these areas. The more consistent the text is with a readers
expectation, the more easily and fluidly the reading process will proceed. Goodman (1967)
suggests that teachers can examine miscues to illuminate the readers thinking process during
reading.
Psycholinguistic Theory emphasizes the application of authentic reading materials for reading
instruction; encourage natural-language texts; provides the understanding that readers errors
could be considered as the information about their reading skills and processes; underscores
the experience of reading as a language process; and presents a developing reader as an
already-be reader rather than a going-to-be reader.
Whole Language Theory is a theory of literacy learning and instruction, a philosophy about how
children learn to read from which educators derive strategies for teaching. Whole Language
Theory suggests that reading, like oral language, is a natural process that children will acquire if
immersed in high-quality literacy environments and exposed to meaningful, authentic literacy
experiences and high-quality literature. It believes that listening, speaking, reading and writing
are all interconnected, and advances in any one area will promote advances in the other areas.
It builds on the motivational aspects of Unfoldment Theory, and emphasizes the child-centered
philosophy.
A main goal of classrooms based on Whole Language Theory is the development of a childs
desire to read and write. Instructions based on this can be utilized in various ways, depending
on the needs and interests of those involved. There is no one right way to create a program
based on Whole Language Theory because there is no such a program that can satisfy
everyones needs.

Engagement Theory
Engagement Theory suggests that engaged readers are those who intrinsically motivated to
read and who therefore read frequently. According to Engagement Theory, engaged readers are
mentally active, building their understanding of the conceptual content of texts through the
application of metacognitive strategies; and frequently social, often communicate with others
about their reading and learning. Thus Engagement Theory consists of the central elements of
Metacognitive Theory, and also focuses on motivational, conceptual, and social aspects of
learning.
Based on Engagement Theory, Guthrie (2007) created Concept-Oriented Reading Instruction
(CORI). It has five major components: (1) the use of themes in reading instruction, (2) an
emphasis on student choice for both reading texts and responses, (3) the use of hands-on
activities, (4) the availability of a wide variety of text genres chosen to interest students, and (5)
the integration of social collaboration into reading response activities.
Synthesis
Schema Theory, Psycholinguistic Theory and Engagement Theory suggest the active
involvement of students in the process of reading and learning, and the significance of prior
knowledge related to the reading topic. Teachers should apply instructional strategies which
includes the following characteristics:
1. Texts should be authentic and relevant to students experience to inspire students interests;
students should have choices on the selection of texts in a wide range of genres;
2. Prior knowledge should be triggered to prepare students for new texts, new concepts, and new
knowledge, including vocabulary, background information, grammar and syntax, purpose,
reading strategies, KWL, etc.
3. Reading strategies should be explained explicitly, modeled and practiced repeatedly. Teachers
can use Think-Aloud strategy to present the mind process to help student comprehend and
master the strategies.
4. Hands-on activities should be used in classroom to engagement students. Teachers can
organize students working on interactive activities, such as group discussion, various reader
responses, etc.