| Acknowledgement | 第1-3页 |
| Abstract in Chinese | 第3-4页 |
| Abstract | 第4-6页 |
| Introduction | 第6-8页 |
| 1 Mistaken Views | 第8-14页 |
| ·Learning to Read Means Learning to Identify Words and Get Their Meaning | 第8-9页 |
| ·Regarding Every Sentence as an Independent Unit | 第9-10页 |
| ·Blind Training | 第10-11页 |
| ·Only Paying Attention to the Training of Skills | 第11-12页 |
| ·Treating Every Text with Exercises of the Same Level | 第12-13页 |
| ·Reading Is For Finding Answers to the Exercises Rather Than for True Comprehension | 第13页 |
| ·Explaining the New Words to the Students Beforehand | 第13-14页 |
| 2 Necessity of Applying Schemata in Reading Comprehension | 第14-21页 |
| ·About View One & View Two and What Is Bottom-up | 第15-16页 |
| ·About View Three & View Four and What IS Top-down | 第16-19页 |
| ·About View Five, Six and Seven and What Is Prediction When Reading | 第19-20页 |
| ·Conclusion of Chapter Two | 第20-21页 |
| 3 Examples of Instructions for Reading | 第21-29页 |
| ·How the Bottom-up Process Works | 第21-23页 |
| ·How the Top-down Process Works | 第23-26页 |
| ·How the Interactive Process Works | 第26-29页 |
| 4 Ways That I suggested to Improve Reading Comprehension | 第29-31页 |
| ·Activating Students' Relative Knowledge in Presentation Is an Effective Way to Lead Students to Better Comprehension | 第29页 |
| ·Discussion While Reading Is an Important Way to Enhance Comprehension | 第29-30页 |
| ·A Variety of Exercises after Reading Can Be Good Ways to Help Students Improve their Comprehension | 第30-31页 |
| Conclusion | 第31-32页 |
| Notes | 第32页 |
| Bibliography | 第32-34页 |
| Synopsis in Chinese | 第34-37页 |
| Synopsis | 第37-41页 |
