Reading and Remembering

Abstract

This paper reviews several models of reading which have influenced educational practice and present a schema-theoretic perspective on reading comprehension. Such a framework proves fruitful for investigating young readers’ knowledge of and use of prose structure and offers a model within which to reconsider disorders of comprehension. The concluding section looks at the instructional research on schema availability and maintenance as well as work on children’s comprehension and metacomprehension and suggest further research on the cognitive components of reading difficulty.