ABSTRACT
Chapter 4 emphasized that schema theory offers the best context for reading and for comprehending. The pupil's personal schema sets the limits for his or her level of comprehending. It is an equally valid corrolary that pupils cannot comprehend unless they have something to comprehend. Smith (1988) focuses our attention on the importance of reading itself in promoting the learning-to-read process. He observes that children find meaning in print only through meaningful reading.
