Schema Theory and Knowledge-Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives

By Hossein Nassaji. 2002

323 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/fab6be63de37965a3711286b4cd4b3c35f055293

How researchers see this paper

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In Cognitive Neuroscience

1. C. McElvain
2. Salim Razı
3. İ. Erten
4. Robyn L. Jones
5. I. Bowes
6. Hossein Nassaji

In Developmental and Educational Psychology

1. C. McElvain
2. Salim Razı
3. İ. Erten
4. I. Bowes
5. Robyn L. Jones
6. Hossein Nassaji
7. P. Potrac
8. C. Cushion

Citations in the corpus

• Schema Theory Revisited (2005, background): “Most have been conducted in laboratory settings with adults who have been asked to read one or perhaps several narrative passages related to already existing, or default, schemas (Nassaji, 2002).”
• Working at the Edge of Chaos: Understanding Coaching as a Complex, Interpersonal System (2006, background): “Here, it is assumed that the relationship patterns that shape peopleʼs interactions are more intricate than simply mapping new information onto a preexisting framework (Nassaji, 2002).”
• Transactional literature circles and the reading comprehension of English learners in the mainstream classroom (2010, background): “The ability to make sense of a text written in English is dependent on the reader’s proficiency in the English language and their first language (L1) reading knowledge (Bernhardt, 2000; Garcı́a, 2000; Nassaji, 2007).”
• The effects of cultural familiarity on reading comprehension (2009, background): “It is also called abstract schema ( Nassaji, 2002; Oller, 1995), story schema (Mandler, 1984), or linguistic schema (Ketchum, 2006).”
• The Relationship between Depth of Vocabulary Knowledge and L2 Learners' Lexical Inferencing Strategy Use and Success (2004, methodology): “This is a reclassification of the strategies reported in Nassaji (2003). form similarity of the word to other words.”
• The role and importance of lower-level processes in second language reading (2013, background): “Given these findings, along with the fact that adult L2 readers bring to the reading task an array of higher-level processing skills that they have already developed in their L1 reading, it is very hard to accept that, if they are slower in reading, it is because of their lack of ability in using hi”