| Chinese Abstract | 第1-3页 |
| Abstract | 第3-4页 |
| Chinese Synopsis | 第4-7页 |
| Synopsis | 第7-12页 |
| Chapter One Introduction | 第12-19页 |
| Chapter Two A Review of the Literature | 第19-34页 |
| ·Schema and schema theory | 第19-25页 |
| ·The concept of schema | 第19-21页 |
| ·Characteristics and functions of schema | 第21-22页 |
| ·The underlying relations between schema and reading comprehension | 第22-23页 |
| ·Schematic effects on reading comprehension | 第23-25页 |
| ·Schema acquisition and modification | 第25页 |
| ·Schema theory and current research situations on reading comprehension | 第25-30页 |
| ·Schematic recognition on text typology | 第30-34页 |
| ·Text typology | 第30-32页 |
| ·Cognition of text typological schemata | 第32-34页 |
| Chapter Three Experimental Study | 第34-48页 |
| ·Experimental Method | 第34-36页 |
| ·Subjects | 第34页 |
| ·Experimental design | 第34-35页 |
| ·Test materials | 第35页 |
| ·Experimental Procedures | 第35-36页 |
| ·Classroom instruction procedures | 第36-44页 |
| ·Mastery of linguistic schemata | 第36页 |
| ·Build up content schemata | 第36-38页 |
| ·construct formal schemata | 第38-44页 |
| ·Results | 第44-48页 |
| ·Pretest results of narrative reading comprehension | 第45页 |
| ·Pretest and posttest results of narrative reading comprehension | 第45-48页 |
| Chapter Four Discussion , Implications and Conclusion | 第48-57页 |
| ·Schema theory helps students to form a good cognitive structure and improve students' abilities to read | 第48-50页 |
| ·Students with different proficiency obtain different benefits from the training | 第50页 |
| ·Some problems in the application of the schematic training | 第50页 |
| ·Conclusion | 第50-51页 |
| ·The implications to the English instruction | 第51-54页 |
| ·Schematic training does good to improving readers' especially poor readers' ability to read | 第51-52页 |
| ·Activating and using backgyowrd knowledge | 第52页 |
| ·Making Inferences | 第52-53页 |
| ·Predicting and Summarizing | 第53页 |
| ·Visualizing | 第53-54页 |
| ·Sehema instruetion is an effectvie comprehension instruction | 第54-57页 |
| ·Explicit Intensive,persistet instruction | 第54-55页 |
| ·Awareness of text organization | 第55页 |
| ·Motivation to read widely | 第55-57页 |
| References | 第57-61页 |
| Appendix | 第61-63页 |
| Acknowledgements | 第63页 |
