Schema Theory, Construction-integration reading model and Reading Pedagogy

摘要

Reading comprehension involving complicated cognitive process deservesintensive research focus. The development of schema theory gives many insights into understanding the process in that it explains how background knowledge is activated to facilitate comprehension. With the major contributions, schema theory also arises discussions and arguments. Another reading model from construction-integration theory emphasizing on constructing text-based knowledge from text input offers a different perspective. The review of the two reading models is a humble attempt to discuss comprehension process and some pedagogical implications are drawn. It is suggested that prior knowledge should be enhanced in reading activities and lower-processing reading skills also needs instructing for better comprehension.