Prep procedure
- 2. Sacrifice DLSU ENG616M: Methods of Teaching Reading and Writing
- 3. Langer, 1981
- 4. Prep Procedure • assesses students’ background knowledge on a topic prior to starting a new text/ topic • helps teacher assess students' prior knowledge/ schema
- 5. • generates interest in a topic • fosters group discussion and an awareness of the material to be covered Prep Procedure
- 6. Phases of PReP Procedure • Phase 1: The initial Associations with the Concept • Phase 2: Reflections on Initial Associations • Phase 3: Reformulation of Knowledge
- 7. Phase 1: The initial Associations with the Concept • brainstorm what students know about the topic or the stimulus
- 8. Phase 2: Reflections on Initial Associations • reflect on initial associations • "What made you think this way?" • "Why did this response come to mind?"
- 9. Phase 3: Reformulation of Knowledge • verbalize associations that have been elaborated or changed • reformulate prior knowledge in the light of the new information
- 10. Steps in using PReP Procedure 1. Select a Stimulus 2. Initial Association 3. Reflection 4. Reformation of Knowledge 5. Evaluation of Response
- 11. 5. Evaluation of Response • determines whether or not further concept building is needed prior to reading or teaching a text/ unit/chapter
- 12. 5. Evaluation of Response Much Knowledge -responses reflecting super-ordinate concepts about the topic or related topic, definitions, analogies (type of geographical region:: desert)
- 13. 5. Evaluation of Response Some Knowledge -responses concerning examples and characteristics ***comprehension may be adequate but should be supported with activities that strengthen the association of prior and new knowledge
- 14. 5. Evaluation of Response Little Knowledge -responses are based on 'word associations' rather than "concept associations" -responses are unrelated experiences ***instructional activities are required to enrich students' knowledge
- 15. Why is it essential to assess students' prior knowledge/ schema?
- 16. • Prior knowledge affects how one understands what he reads, and may be what is most important in understanding what he reads.
- 17. • Dialogue between the prior knowledge and new information greatly increases the students' ability to comprehend a text and to retain new information.
- 18. • Reading process involves identification of genre, formal structure and topic: activate schemata and allows the reader to comprehend the text (Swales, 1990).
- 19. • Text on a familiar topic is better recalled than a similar text on an unfamiliar topic. (Johnson, 1983)
- 20. What may happen if students lack schema about the text?
- 21. • Where relevant schemata are not activated, some disruption in comprehension may occur. (Stott, 2001)
- 22. • If the topic is outside the students' base knowledge or experience, they are adrift to an unknown sea. (Aebersold, and Field, 1997)
- 23. • Some students may overcompensate by reading in a slow, text-bound manner or by wild guessing. (Carell, 1988a: 101)
- 24. • One of the most obvious reasons why a particular content schema may fail to exist for a reader is that the schema is culturally specific and is not part of a particular reader's cultural background. (Carell and Eisterhold, 1983:1980)
- 25. • Does this mean that if students lack the schema about the topic of the text, one should not use the text anymore?
- 26. No. Not really… • Schema Deficiencies could be useful to provide texts which are developed from reader's own experiences.
- 27. No. Not really… • Help students build their background knowledge on the topic prior to reading, through appropriate pre-reading activities. (Carell, 1988)
- 28. No. Not really… • "Prereading activities must accomplish both goals: building new background knowledge as well as activating existing background knowledge" (Carrell 1988b:248)
- 29. Prep Procedure
- 30. Finally, • These theories not only affect the way information is interpreted, thus affecting comprehension, but also continue to change as new information is received. (Stott, 2001)
- 32. Let’s Review! • What are the three phases of Prep Procedure? • How does one choose the stimuli for Phase 1? • What happens to the ideas of the students in the third phase?
- 33. Let’s Review! • How important is it to activate the students’ schema before reading the text? • What can a teacher do when the students’ schema is not enough for the text?
- 34. Thank you!!!!
- 35. References: • Langer, J. A. (1981). From theory to practice: A prereading plan. Journal of Reading, 25, 152-156. • Langer, J. A. (1984). Examining background knowledge and text comprehension. Reading Research Quarterly, 19, 468-481. • Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies. New York: John Wiley & Sons. • Porter, Karla, M.Ed., Pre-reading strategies, funded by the State Board of Education from Federal Funds, Weber State University. • Stott, N. (2001). Helping ESL Students Become Better Readers: Schema Theory Applications and Limitations. The Internet TESL Journal. Retrieved from http://iteslj.org/Articles/Stott-Schema.html • Temple, C. & Gillet, J. (1996). Language and literacy: A lively approach. New York: Harper Collins College Publishers.