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ant in his book "Critique of Pure Reason". He believes that "thenew concept which will become meaningful is only to build relationships with people’s existingknowledge, in his opinion, "Existing Knowledge" is a prior schema”. In 1912 Wertheime, arepresentative figure of the German Gestalt Psychology school, summarized an important basiclaw of psychological organization role, called "complete tend", that "as long as the conditionsallow, psychological organization role always tends to consummate. The material basis ofpsychological organization role which tends to consummate, is the schema stored in the people’sbrain. British psychologist F.C.Bartlett introduced the concept of schema to the field ofpsychology. Back in 1932, he used schema as addressing human memories. He thinks “schema isa positive organization of previous reaction or experience”, which means that the schema is " theactive portfolio of the past reaction and experience ". In 1963, the American cognitivepsychologist D.P.Ausubel used the concept of schema to explain the process of learning: Hebelieves that meaningful learning is to relate new knowledge with existing knowledge, and toexpand the existing knowledge. In the genetic epistemology by Piaget, schema is a particularlyimportant concept. He believed that the "schema" refers to the structure or organization of action,and pointed out that schema has assimilation and responsive function to the input of newinformation (Meiyun Le, 2002:35). Modern cognitive psychologists Rumelhart is the view as arepresentative figure of the study of modern schema theory. He considered schema as constructionmaterials (or blocks) of cognition, the basic elements of all processing information. He stated thatschema theory is a theory of human’s knowledge.
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2.2 Reading

2.2.1 Reading Comprehension
If a student is said to be 'good at comprehension', it means that he can read accurately andefficiently, so as to get the maximum information from a text with the minimum ofmisunderstanding. We may also mean (though this is not quite the same) that he is able to showhis understanding by re-expressing the content, for instance, by writing sentences or paragraphs inanswer to questions, or by summarizing the text. Language is not the only factor in successful comprehension; some students who speak andwrite English very well are poor at this kind of work, and of course people may be bad atcomprehension even in their own mother tongue.Some of the reasons for failure in comprehension are connected with defective reading habits.Not all students read efficiently, even in their own language, and there are several things that cango wrong:a. Some students find it difficult to 'see the wood for the trees'. They may read slowly andcarefully, paying a lot of attention to individual points, but without succeeding in getting a clearidea of the overall meaning of a text.b. Other students (especially those who read quickly) do not always pay enough attention todetails. They may have a good idea of the general meaning of the text, but misunderstandparticular points. Sometimes, by overlooking an important small word (for instance, a conjunction,a negation, and a modal verb) they may get a completely false impression of the meaning of partof the passage.
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Chapter Three Research Methodology........17
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