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

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.

Comments

This article was published with support from the Open Access Publishing Fund administered through the University of Arkansas Libraries.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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