Teaching implications of the schemata theory of comprehension

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Abstract
First, this article discusses the notion of schemata in theories of reading comprehension: what schemata are, how they might enter into comprehension, and the two kinds possibly utilized by readers. Then, teaching implications of the theory are explored. Specific examples, taken from several kinds of literature classes, are presented of how to fit new information into existing schemata. These examples include role playing, structured overviews, anticipation guides, and the Profundity Scale. Finally, questioning strategies to build schemata are suggested, including new types of questions to ask and the use of an inquiry method for student‐composed questions.

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