We will not present a model of the entire reading process, beginning with the focusing of the eye on the printed page and ending with the encoding of information into long-term semantic memory or its subsequent retrieval for purposes of demonstrating comprehension to someone in the outer world. Instead, we will focus on one aspect of comprehension of particular importance to reading comprehension: the issue of how the reader’s schemata, or knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become a part of the knowledge store.

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Originally published:

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic
processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, &
P. Mosenthal (Eds), Handbook of reading research (pp. 255-291). New York:
Longman, Inc.

DOI 10.1007/s10648-017-9398-2.