Schema and Comprehension
Increasing Self-Motivation in Reading
Keywords:striving reader, exceptional reader, schema, comprehension
This review will focus on the effect of schema on upper elementary reading comprehension test scores as well as how to build the desire for upper elementary students to self-question while reading. Accordingly, this deficiency in comprehension skills and practical strategies have been evident in classrooms across the nation. This review investigates scholarly research contrasting striving readers and exceptional readers’ schema and characteristics. Next, research is presented to explore the gap between striving and exceptional readers in hopes of finding practical ways to bridge that gap between readers. Therein, this research is synthesized to help students build the desire for self-questioning while reading. This research is then applied to teaching implications and what a classroom might look like. An inability to monitor metacognitively and apply strategies was found to be a major reason why students struggle with comprehension (Anderson & Pearson, 1984; Pressley, 2000; Snow, Burns, & Griffin, 2002; Mason, 2004). Therefore, teachers must explicitly instruct and model those processes to increase comprehension skills and comprehension test scores.