The Role of Schemata in Literacy

Author Information

Viktória Gergelyová,
Constantine the Philosopher University, Slovakia

Ildikó Vančo,
Constantine the Philosopher University, Slovakia

DOI: 10.47298/comela22.2-2
The GLOCAL Proceedings:  The GLOCAL Conference in the Mediterranean and Europe 2022


The present study aims to assess, based on a functional cognitive approach, the reading socialization skills of fourth-grade students living in a Hungarian minority situation in Slovakia and attending a minority school. The main concern of the study is how existing schemata and background knowledge influence the process of reading socialization in the native language. The research was conducted on a nationally representative sample with a total of 353 respondents attending elementary schools with Hungarian as the language of instruction in Slovakia. The study analyzes the process of comprehension of a narrative text. As such, we point out how existing cultural and cognitive schemata influence the process of reading comprehension and socialization. At several points, it can be seen that students tend to rely on their background cultural knowledge when answering the questions, without considering the content of the text, and it can also be observed that the existing schemata change during reading. The results obtained suggest that it is useful to consider the functional cognitive-cultural approach in formal language socialization. These results have the potential to impact on further linguistic research on the assessment and development of reading comprehension skills.

Keywords: Schemata, background knowledge, minority, narrative text, reading comprehension, linguistic anthropology


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