Michigan Reading Journal

Volume 21 Issue 1 Article 11

January 1988

Using Pattern Guides To Develop Schemata for Expository Text

Structure
Arden Ruth Post

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Post, Arden Ruth (1988) "Using Pattern Guides To Develop Schemata for Expository Text Structure,"
Michigan Reading Journal: Vol. 21: Iss. 1, Article 11.
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23
Using
Pattern Guides
To DeveloP-
Schemata for
Expository Text
Structure
by Arden Ruth Post, Ed.D.
Every reader uses prior information and and past experience are represented and
past experience to understand and interpret stored in memory (Rumelhart, 1980).
what an author has written (Gillet and According' to schema theory, people develop
Temple, 1986). This information and complex mental idea structures called
experience lead to expectations for both the schemata. Schemata (the plural of schema)
content, what the reading material will be are mental structures or frameworks which
about, and the structure, how the reading we develop from ideas, objects, and events
material is organized (Anderson, Pitcher, and which we encounter. These schemata serve as
Shirey, 1979). Research has indicated that sets of expectations into which new ideas,
having prior expectations for the content and objects, and events are assimilated, much like
structure of reading material facilitates a information is filled into an open outline.
reader 's comprehension and retrieval of Schemata are also modified or changed by
what was read. (Durkin, 1981; Rumelhart, the new ideas, objects, and events, similar to
1977; Pearson, 1982). How do these Piaget's concepts of accommodation.
expectations operate and what are the (Pearson, 1982; Rumelhart, 1980). Schema
implications for instruction? theory further suggests that comprehension
First, a theoretical perspective will be of reading material involves summoning up
presented for the expectations readers bring the appropriate schemata to organize and
to their reading material. Second, a general store information for retrieval (Durkin, 1981 ).
implication for instruction will be presented Two kinds of schemata are operative in the
along with an area in need of attention: reading task. The first is content schemata,
developing expectations for expository, or often called prior or world knowledge. These
content area, reading material. Finally, six schemata function as mental frameworks, or
pattern guides will be presented for the sets of expectations, for the content of the
purpose of alerting teachers to differing text reading material. For example, a story
structures in content area reading textbooks. entitled, "Judy's Birthday Party," would
The point will be made that we, as teachers, summon several schemata from a reader's
need to help our students develop the ability prior knowledge: a schema for girls since
to recognize and use varying patterns of Judy is a girl's name, a schema for parties,
textual organization to aid in the and a schema for birthdays. Sets of
comprehension and retrieval of what they expectations, based on prior knowledge of
read. girls, birthdays, and parties, will facilitate
comprehension of this story.
Theoretical Perspective: Schema Theory
The second type of schemata is structural
Recently, schema theory has been proposed
.schemata, expectations about the
as an attempt to explain how prior knowledge
organization of the reading material which

24
generally falls into two divisions: narrative 1979). Story maps, question frames, and
(story) or expository (information) text. charts, based on story categories, are
Returning to our title," Judy's Birthday Party", available, or easily composed, for use prior
we can suggest that a reader with previous to and during story reading (see Beck and
experience in reading or listening to narrative McKeown, 1981; Dreher and Singer, 1980;
text, or stories, might summon up expectations Marshall, 1983).
for how stories are generally organized, in It is in the area of expository text, the kind
other words, the parts stories typically of reading material used in content area
contain. A reader might expect a setting, reading, that a more complex situation is
including character(s), time, place, a encountered. The reason is that expository
beginning event, a plot or series of actions, text may follow many different structures, or
and an ending (see Mandler and Johnson, organizational patterns. It isn't possible to
1977; Stein and Glenn, 1982). Most often this use the term expository text, and develop or
process occurs without actual recognition on call up an appropriate schema in the same
t~e part of readers that they are summoning manner that it is possible for narrative text, or
up the schemata. Readers come to expect stories. Simply said, stories have a basic
certain categories to be present, based on format whereas expository text may include
previous stories which they've read or heard. several formats.
Research has demonstrated that readers tend
The Solution: Pattern Guides for
to recall the typical parts, or categories,
Expository Text .
common to most stories (Mandler and
Gillet and Temple (1986) provide an
Johnson, 1977; Rumelhart, 1977; Stein and
excellent delineation of several patterns of
Glenn, 1979, 1982) while omitting details and
text structure. They do so on the premise that
less important information.
the way information is organized in a text
The Implication and the Problem makes a difference in the way we understand
The general implication for teaching that and use the information. Recognizing and
follows from schema theory is the necessity of responding to different text structures enables
developing or activating apopropriate comprehension and retrieval to occur
schemata in students prior to reading. (Armbruster and Brown, 1984).
Content schemata are commonly activated Six basic organizational patterns are
by teachers. Take most basal manuals, for presented below along with pattern guides
example. They contain numerous suggestions developed by this author to illustrate their
for preparing students for the content of the application to various grade levels and
stories to be read. Content area teachers, subject areas of expository textual material.
also, frequently develop or activate prior It is hoped that teachers will search their
knowledge of the content before beginning a textbooks for the patterns contained, explain
history or science lesson. the patterns to students, and construct some
Recent attention has been directed to pattern guide to develop the various
structural schemata. Teachers and teaching structural schemata needed for
manuals are being called upon to prepare comprehending their text patterns. When
readers for the organization of the material students become familiar with various
they are about to read (Anderson, 1984; Beck, patterns, they may construct their own
1984). With regard to narrative text, guides. Eventually such guides may be
developing or activating structural schemata eliminated when the students can recognize
is a fairly straightforward process. Story the patterns and summon the appropriate
grammars have been developed to outline schemata to facilitate comprehension.
the typical parts of most stories (see Mandler
Taxonomy
and Johnson, 1977; Rumelhart, 1977; Stein
A passage that is organized around
and Glenn, 1979, 1982) and provision is made
taxonomic classification imposes categories
for varying amounts of complexity such as
and suggests interrelationships among
multiepisodic narratives (Stein and Glenn,

25
concepts presented . A pattern guide which
directs students to this type of text
organization and requires student response
to the categories is depicted in Figure l.
Il
Figure 1

Objectives Taxonomic Pattern Guide

A 11f'r you '1111sh reud,.,q 'Ni,o ur e tl,e 1'1, e, Chopfe1 l: Eastern Africa pp. 6-19
tl,,s chc,pte r you should be 111c:1·1 91 ,,ups 9f ocopk
obi,, to c111swer th e fol 1:· Tr1nzc1t1!(1Z How d1c1 1Gr 5-71
iowrng questions· t!ic:-v CO!llE' lo s~ 1 fl,":> 1'1

lhL' {;,,cc,<
l Whot countries moke
up eos tern Afr,co2 4. v ✓ hol on' tf,e d,ff.,, r rices
betweE"l trod1l10•10
Whot ore the mo1or
v,lloge l,fp rn
geographic features of
the cou ntries of eastern Tcinzon,o ond i1fe .. 1 o
Afr,co2 vrl loge cooperotrve 7

Terms to Know ·
Sovonno
Artifacts
Eastern Africa

Countries Geographic regions People Village life

(list with features (make comparisons
underneath ) Present and contrasts)
day
Origins Tonzanians Traditional Cooperative
- - - - - - - - - l.

- - - - - - - - - 2.

Berry. L. ond Ford i< .B. 1 l 981, People, ploces, and change: An Introduction to geography, history, and cultures.
N . Y .. Holt R,nehort arid Wrr1sto•

Note that objectives of the lesson may be Temple, 1986, p. 248). In order to develop or
stated. In the example given, the objectives activate a schema for chronological text
are formulated as questions which may serve patterns, a time line is simple to construct and
for pre-reading purpose setting and a post- easy for students to follow. Consider Figure 2
reading comprehension check. which includes some classification questions
similar to the taxonomic guide (Figure l ), but
Chronology
also presents P1e events across time by
A frequently occurring pattern in historical
requiring their location on the time line.
text is chronology. History textbooks often
Further note the additional assignment for
lead readers through "a n unfolding of events
writing which allows any pattern guide to go
across the perspective of time · (Gillet ond
beyond a simple filling in of blanks.

26
 Figure 2

high school
(gr. 10-12)
Chronological Pattern Guide
Chapter 1: A New World (pp. 17-42)
(see chart on P. 27)

Early Explorers of North America

Who?

Country

represented?

Part of U.S.
Explored?

1500 1600
Dates?

On the reverse side of this time line, write a brief one paragraph summary of the events surrounding each exploration ..

Shenton, J.P., Benson, J.R., and Jakowbek, R.E. (1978). These United States. Boston: Houghton Mifflin Co.

Cause and Effect sequences for natural phenomena. Consider

Figure 3 which links the cause and effect
Many content area textbooks use a cause
sequence by requiring the reader to provide
and effect pattern of organization. A health
the effect following the presentation of a
textbook may present causes of illness or
cause (a) and then to think back to the cause
malnutrition; a social studies textbook may
when an effect is presented (6).
suggest causes of world events; a science
textbook may present cause and effect

27
 Figure 3

(Gr. 6)
Cause-Effect Pattern Guide
Chapter 6: Electricity and Magnetism

Paths for Electric Current

A circuit is a path over which electrons con move.
A closed circuit is o path over which electric current con flow continuously.
Assignment: Use your textbook reading and the illustrations below to complete the sentences and answer the questions.
Under o. you hove been given the cause. You need to fill in the effect. Under b. you hove been given the
effect and need to provide the cause.

cause

a. Whenever the cell and bulb ore connected, what happens to the circuit?
(effect) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
cause

When you turn off o light switch, what happens to the current and the circuit?
(effect) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
cause
I I
When the temperature rises, what happens to the bar on o thermostat?
(effect)------------------------------
effect
I I
b. What ingredients do you need to form o circuit?
(cause) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
effect
r--7
When does the iron get hot? (cause)

effect

How con the flow of current be stopped? (cause) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

(Barufaldi, J., Ladd, G., and Moses, A. (1981. Electricity and Magnetism. Heath Science. Lexington, Moss.: D.C. Heath
and Co., 143-167; Guide token from 157-159). ·

Compa~ison and Contrast comparison-contrast pattern guide based on

a third grade science textbook. This pattern
Another pattern of text organization for
guide can become the basis for higher level
which the reader of expository text needs
questions on the chapter content or an
available schemata is comparison and
expanded discussion of comparisons/ contrasts
contrast. Similarities and differences can
from other subject areas.
become the basis for organizin.g information
in memory. Figure 4 provides a simple

28
 Figure 4

Comparison/Contrast Pattern Guide

Chapter 6: Animals, pp. 98-103
(Gr. 3)

P. 100 Animals
1.
2.
3. p. 102 Animals

Alike Different 1.
2.
3.

p. 101 Animals
1. What do all animals need? 1.
2. 2.
3. 3.
4. In this way
5. they are alike.

Alike Different

Bernard, J.D. and Lavatelli, C.B. (1970). Science: Observing Things. N.Y.: The MacMillan Co.

Explanation a typical outline format " .. because it

explicitly shows the relation among ideas of
Much of the content area textual material
different levels of importance" (Gillet and
may be most accurately termed explanatory.
Temple; 1986, p. 253). Figure 5 illustrates an
Main ideas are presented with supporting
explanatory pattern guide for a social stu?ies
details. A main point is followed by several
chapter. This guide makes use of the head~ngs
sub-points which support it. This type of text
and sub-headings to clue the reader into
using organization is well represented by
main ideas and supporting details.

29
 Figure 5

Explanatory Pattern Guide

Main idea and supporting details
(Gr. 7 & 8)

There are three main ideas which are the headings of sections found in the chapter, "The Industrial Revolution." They are
listed as 1, 2, 3, below. Under these three headings are smaller sections with sub-headings.

Write a one-sentence summary from the information under each sub-heading which will give you the supporting details
for the three main ideas.

Chapter Title: The Industrial Revolution

pp. 476-494

1. The Industrial Revolution changed the Western Worl_d

a.
b.
C.

d.
e.
2. Science and Medicine progressed rapidly
a.
b.
C.

d.
e.
3. The arts showed great energy
a.
b.
c.

Wallbank, T.W., Schrier, A., Maier-Weaver, D., Gutferrei, P. (1977). History and life: The world and its people.
Glenview, Ill: Scott Foresman and Co.

Direction Sequences

Many content area textbooks include sets construction projects. Mathematics problems
of directions, not only for assignments and typically involve a series of operations which
required applications of the material, but as are taught as a sequence of steps to follow.
part of the material to be read and learned. Figure 6 uses the four steps of a division
Home economics and industrial arts use problem in a sequential format. Many
direction sequences for teaching food direction sequences may require complete
preparation, sewing patterns, and sentences or a more detailed listing of steps
to include.

30
 Figure 6

Directional Sequence Pattern Guide

(gr. 3)

Divide
(Estimate) Steps
Multi I
to
Subtract Division
Brin down

Problem: 5 ~ Problem : 8 ~
Step 1: Divide Step 1: Divide
How many S's in 46? How many 8's in 54?
Estimate : Think 8 x 5 = _ _ _ _ _ _ __ Estimate: Think 6 x 8 =
9X5 = 7x8=
lQ X 5 = 8x8=
Which is the best estimate? Which is the best estimate?

Step 2: Step 2:
Multiply: 9 x 5= Multiply: 6 x 8=

Step 3: Step 3:
Subtract: 46 - 45= _ _ _ _ _ _ __ Subtract: 54 x 48= _ _ _ _ _ _ __

Step 4: Bring down Step 4: Bring down

What is the remainder? What is the remainder?

Nichols, E., (1981 ). Chapter 9: Division. Holt Mathematics. N .Y. : Holt, Rinehart, and Winston, 231-259; (Guide taken
from 236) .

Once students have discussed and comprehension and retrieval of information

used several types of pattern guides, they (Gillet and Temple, 1986).
will have had opportunity to interact with
Conclusion
several different types of expository text.
The purpose of the pattern guides is
They will have been exposed to verbal
two-fold: to develop awareness of different
explanation of the text structures by the
patterns of text organization and to use
teacher, visual representations of the
text organization to facilitate compre-
patterns, and written activities in which
hension. In other words, we hope to
they filled in component parts to the
develop structural schemata for varying
pattern guides. Follow-up discussion should
expository text patterns and to use the
focus on awareness of the pattern in the
schemata to foci Iitate comprehension and
text and how recognition and use of the
retrieval of information. To ascertain
organizational structure facilitated

31
whether this has been accomplished, Pearson, P.O. (1982). A primer for schema theory.
pattern guides or diagrams of text Volta Review, 84 25-33.
structure may be attempted by students, Rumelhart, D.E. (1977). Understand and summarizing
perhaps i·n groups, and analyzed together. stories. In: D. La Berge and ·s.J. Samuels (Eds.), Basic
Finally, it is expected that students will processes in reading: Perception and
comprehension. (pp . 265 -303). Hillsdale, NJ:
reach a point where the automaticity of
Lawrence Erlbaum Associates.
schemata activation makes it unnecessary
Rumelhart, D.E . (1980). Schemata : The building
to use pattern guides. At this point our
blocks of cognition. In: R.J . Spiro, B.C. Bruce, and
purposes will have been achieved and our W .F. Brewer (Eds.), Theoretical issues in reading
students will have appropriate structural comprehension. (pp. 33-58). Hillsdale, NJ: Lawrence
schemata corresponding to six widely used Erlbaum Associates.
organizational patterns for expository Stei~ N.L. & Glenn, C.G. (1979) .An analysis of story
text. comprehension in elementary school children. In:
R.O . Freedle (Ed.), New directions in discourse
REFERENCES processing (Vol. 2, pp. 53-120). Hillsdale, NJ: Ablex.
Anderson, R.C. (1984). Role of the reader 's schema in
comprehension, learning and memory. In: R.C. Stein, N.L. & Glenn, C.G. (1982). Children's concept
Anderson, J. Osborn, and R.J. Tierney (Eds.), of time: The development of a story schema. In: W.J.
Learning to read in American schools. Hillsdale, Friedman (Ed .), The developmental psychology of
NJ: Lawrence Erlbaum Assoc. time. (pp. 255-282). NY: Academic Press, Inc.

Anderson, R.C., Picher J.W., & Shirey, L.L. (1979) .

Effects of the reader's schema at different points Dr. Arden Ruth Post is from Calvin College,
in time (Tech. Rep. No. 119). Urbana: University of Grand Rapids, Michigan.
Illinois: Center for the Study of Reading . (ERIC
Document Reproduction Service No. 169 523).
Armbruster, B.B. and Brown, AL. (1984). Learning
from reading: The role of metacognition. In : R.C.
Anderson, J. Osborn, and R.J. Tierney (Eds.) Learning
to read in American schools. Hillsdale, NJ: Meeting the Challenge
Lawrence Erlbaum Assoc.
of the
Beck, I. (1984). Developing Comprehension: The
impact of the directed reading lesson . In: R.C. Aliterate Reader"
Anderson, J. Osborn, and R.J. Tierney (Eds.),
Learning to read in American schools. Hillsdale, continued from page 34
NJ: Lawrence Erlbaum Assoc.
Concluding Remarks
Beck, I.L. & Mc Keown, M.G. (1981 ). Developing
Literacy enriches one's life; illiteracy
questions that promote comprehension: The story
map. Language Arts, 58, 913-918. diminishes it. Steps are being taken to reduce
illiteracy. Of equal concern is the aliterate
Dreher, M.J. & Singer, H. (1980). Story grammar
reader--one who can read but won't. The
instruction unnecessary for intermediate grade
students. The Reading Teacher, 34, 261-268. goal of any reading program is to develop
the life time reading habit. The aliterate
Durkin, D. (1981 ). What is the value of the new interest
in reading comprehension? Language Arts, 58, 23- reader has not done this. Rather, he or she
43 . shuns reading. There are effective ways, as
offered in this article, to reach the aliterate
Gillet, J.W. & Temple, C. (1986). Understanding
reading problems: Assessment and instruction reader. Their reading appetites can be
(2nd edition). Boston: Little, Brown and Co. whetted and efforts must be expended so that
Mandler, J.M. & Johnson, N.S. (1977). Remembrance they too can experience all the joy,
of things parsed: Story structure and recall. excitement and satisfaction that reading
Cognitive Psychology, 9 111-151. offers.
Marshall, N. (1983). Using story grammar to assess REFERENCES
reading comprehension. The Reading Teacher, 35, Deigh, Rob. " Reading the Signals on Illiteracy." Insight,
616-620. vol . 2 (September 29, 1986), pp. 10-14.

Dr. Nicholas P. Criscuolo is Supervisor of

Reading for the New Haven, Connecticut
Public Schools. ·

32