Analysis of Theoretical Framework

Analysis of Theoretical manikin EDUC 701 Theories and Research in Educational Psychology February 24, 2013 ? Introduction Teachers ar require to teach occupying and learning skills to students and help them be able to read and comprehend temporals from the past and present. Dr. Constance L. Pearson (1990) writes a disquisition entitled The Comparison of the effect of Three Pre variant Advance Organizers on the Literal Comprehension of Fifth-Grade Social Studies Materials in this paper he is trying to manipulate if the use of a prereading locomote organizer would help build the fifth grade students comprehension and cognition skills.During this stage of students learning development it is very important to start works on their reading and comprehension skills. Analysis The theoretical framework for this dissertation is using fifth-grade social studies stuffs and having a prereading strategy of an pass on organizer to see if it would increase comprehension and knowledge in the children while they read their textbooks. The expeld organizers that atomic number 18 being used are visual, graphic and problematic touch approach. The promotiond organizers are being used to help the students with any concepts that they are not familiar with.By using these organizers strategies would be developed to help aid in learning the material. There were cardinal research questions to validate the system that is being used. The first question related to reading comprehension and how it affects students when they are given a prereading activity while using cardinal of the submitd organizers. The second research question relates to the reading comprehension of the other two advanced organizer approaches when they are given a preading activity. It is believed that students reading comprehension can be increased from the use of the advanced organizers for their particular publication area.The purpose of this research was to localise if one of the prereading adva nce organizer strategies would enthrall distinction from the other two approaches. During the research many factors had to be considered and one such factor were students not being able to derive message from what they read in content area textbooks. One reason that the referee may confine a problem with content text is that the material is written on a higher reading level then the intended referee. As a result the writers have tried to modify the terminology and shortened the sentences.They did not take into consideration factors that inherent in the reader such motivation, reading ability and interest. There is one military man factor that has the most influence on comprehension and that is schemata. Comprehension of the material is being determined by the knowledge that the reader tot ups to the selection. The more schemata the reader has for the topic the more they will understand the topic. Content materials especially in the area of social studies seek to develop man y concepts students often do not have the framework to stick in the buff knowledge.Students must have an understanding of the concepts in order to comprehend the material they are reading. In chapter two of the dissertation Pearson explains how the research and literature that relate to the relationship of advance organizers to reading comprehension. He discusses the history of the study of reading comprehension and advance organizers. The schema theory is discussed as it relates to the study of advance organizers. Before 1970 reading comprehension was viewed as a process solely activated by the text itself.The views on reading comprehension have since changed and now text has been determined to be only the framework for meaning. The reader must be able to construct an internal conceptual representation of what is being read. finding Therefore, through research it was determined the usage of advance organizers before the materials were read, did bring about some remembering by ac tivating important concepts that were already present in the childrens cognitive structure. The usage of advanced organizers should repay the importance of the new materials by providing the framework of previous learning materials.To determine if the usage of advanced organizers remain effective you should upon its ability to support new ideas from the students previous ideas. The prereading strategy of advanced organizers introduces how students can attach concepts to new learning materials Reference Pearson, C. L. P. (1990). The comparison of the effects of three prereading advance organizers on the literal comprehension of fifth-grade social studies materials. (Doctoral Dissertation). University of Tennessee, Knoxville, TN.