The effects of cultural based texts on upper primary school students reading comprehension
Acquiring reading comprehension is a very challenging task especially among English as a secondlanguage readers as it does not only depend on the information in the printed text but also onthe activation of information or schemata in the readers mind. Schema theory proposes that a readers background...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2021
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=5704 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Acquiring reading comprehension is a very challenging task especially among English as a secondlanguage readers as it does not only depend on the information in the printed text but also onthe activation of information or schemata in the readers mind. Schema theory proposes that a readers background knowledge impacts memory, reading comprehension, interpretationand reading rate. The purpose of this research was to investigate the impact of culturalbased texts on reading comprehension in a multi-racial setting. An exploratory case study researchdesign was used in this research. The retelling technique in written form and an interviewwas used as instruments in this research to find out respondents comprehension of theculturally familiar and unfamiliar texts. In addition, a comprehension test was administeredto gather data. The research instruments employed in this research were culturally familiar and unfamiliar texts, retelling assessment, comprehension tests and aninterview. In addition three different forms of text were used to ensure that the form oftext did not impact the results of the study. Thus a thorough and an in-depth research was carriedout. The findings of the study shows that the existence of cultural schemata and the activation ofthe appropriate schema are more important in determining the comprehensibility of a cultural basedtext. The type of text only plays a secondary role. This research implicates that reading variouscultural texts in classrooms enriches students cultural schemata and thus teachers, examiners,education policy makers and resource creators should play their role in assistingstudents tocomprehend cultural based texts. |
|---|