SCHEMATIC CONCEPT FORMATION: CONCURRENT VALIDITY FOR ATTAINED ENGLISH AS A SECOND LANGUAGE READING COMPREHENSION?
Kyle Perkins, Paul J. Angelis · Language Learning · 1985
This article presents the results of a study in which the theory and methodology of schema theory were applied to the reading process in an English as a second language context. ESL students were given a schematic concept formation (SCF) task which involves graphic stimuli representing four classes, and the subjects were asked to indicate which stimuli belong to the same class. No significant differences in ranks between two major language groups were found for the SCF data. The SCF data were not truly scalable. The SCF and a criterion reading comprehension test had an estimated.5525 proportion of reliable variance in common, and the above average readers had significantly higher SCF ranks than the below average readers. The article concludes with a list of suggestions for future research with SCF tasks.