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Chapter 1 Introduction
1.1 Background
In China, English is neither the national language nor one of the official languages, but is given special status. The role of English in the process of modernization, the development of science and technology is significant. To achieve effective communication, the English reading skills are particularly main concern for English foreign language learners.
Reading comprehension is a complex task that involves many different communicative skills and processes. Reading has long been considered as an activity mainly about the understanding and interpretation of the words and grammatical structures. In this thinking, the text used to be the center for the readers and teachers. However currently, the thinking about reading has been changed, influenced by the development in the researches of psychology and linguistics. The role of reader and his or her individuality has been considered important, and this individuality influences the reading and understanding of the text, thus brings new ideas in the reading of the original text. The scholars attempted to explain the reading from the social and psychological aspects. The reader’s cognition and social background are seriously studied and many proposals are given. Among all the factors, Thethe individual’s prior knowledge has been taken into account and researched by many scholars and teachers, which is the starting point for both the cognitive and social perspectives. Especially for foreign English learners, the reader needs to have the ability to guess and understand the meaning of individual words and phrases, or constructing meaning from the text as a whole. This guessing and comprehension ability is not separated but interacts with the prior knowledge, interest, and reading strategies that the reader brings into play with the task of reading.  The ability to organize a text or core ideas in the text also affects comprehensions.

Table of Content
Chapter 1 Introduction 4
1.1 Background 4
1.2 Research Objectives 5
Chapter 2 Relevant research background 7
2.1 Introduction 7
2.2 The prior knowledge 7
2.2.1The General Information 7
2.2.2Factual Prior knowledge and EFL Proficiency 10
2.3 Schema Theory and Reading 11
2.4 The Reading Strategies 15
2.4.1Prediction: the iInter-llinkage of prior kKnowledge and reading strategy 18
2.4.2 Main Idea and Minor ideas 19
2.5 The Features of Informational Texts 20
2.6 Reading Skills Training 20
Chapter 3 Methodology 23
3.1 Introduction 23
3.2 Participants 23
3.3 The procedures 24
3.4 The Materials and Research Instruments 25
3.4.1 The Prior Knowledge Training Text 25
3.4.2 The Questionnaire of Factual Prior Knowledge 25
3.4.3 The Sample Informational Text 26
3.4.4 The Reading Test and the Nelson Denny Reading Test 26
3.4.5 Think aloud protocols 27
3.4.6 Retrospective Reports 27
Chapter 4 Analysis 29
4.1 The Prior Knowledge and Schemata Activation 29
4.1.1 Factual prior knowledge and Schemata Activation 29
4.1.2 Linguistic Prior Knowledge and Schemata Activation 33
4.2 The Prior Knowledge and Reading Strategies 35
4.3 Prior Knowledge and Results of the Reading Test 39
4.4 Prior Knowledge, Schemata, Reading Strategy, and Performance 41
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