Document Type
Article
Publication Date
4-23-2021
Keywords
Theoretical framework, Schematic Information-Processing (SIP) model of reading comprehension, culturally unfamiliar texts second/foreign language classrooms, text-relevant video segments
Abstract
This paper proposes a new theoretical framework for reading instruction in second/foreign language classrooms. The theoretical framework introduced in this paper is called the Schematic Information-Processing (SIP) model of reading comprehension and is a combination of video-based instruction and various reading comprehension theories, models, and strategies. The SIP model supports the positive effects of the utilization of text-relevant video segments in teaching culturally unfamiliar texts in second/foreign language classrooms. According to this model, choosing appropriate text-relevant video segments and playing them in three stages of reading instruction—pre-reading, while-reading, and post-reading—not only can improve second/foreign language readers’ reading comprehension of culturally unfamiliar texts but also can lead to a longer retention of the content of culturally unfamiliar texts as well.
Citation
Karami, A. (2021). The Schematic Information-Processing (SIP) model of reading comprehension: Theoretical support for the utilization of text-relevant video segments to teach culturally unfamiliar texts in second/foreign language classrooms. Cogent Education, 8 (1) https://doi.org/10.1080/2331186X.2021.1891613
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons
Comments
This article was published with support from the Open Access Publishing Fund administered through the University of Arkansas Libraries.