A study on schema activation, summarizing, and critical evaluation as predictors of writing proficiency

• Main Author: De Ramos, Jennifer Tan
• Format: text
• Published: Animo Repository 2010
• Subjects: Rhetoric; Reading; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/11073
• Institution: De La Salle University

The study was done to determine whether the three post –reading techniques – summarizing, schema activation, and critical evaluation – are predictors of writing proficiency. A sample of 104 students taking English at De La Salle University were administered a pre-test initially to determine their writing proficiency. Then, they were subjected to the usual reading phases. The students were next given specific prompts that focus on the three targeted post –reading techniques. Three different assessment tools were employed to check the three essay prompts. Using multiple regression, results indicated that the three are predictors of writing proficiency. Of the three, the technique that has the highest strength of relationship to writing proficiency is the technique of schema activation. This finding has pedagogical implications.