What is "schema theory" in the context of reading?

Schema theory in the context of reading emphasizes that readers possess pre-existing knowledge and experiences that influence their understanding and interpretation of new information. It suggests that individuals bring personal frameworks, or "schemas," to the reading process, which help them make sense of the text by relating it to what they already know.

When a reader encounters a new text, they activate relevant schemas that allow them to connect new ideas, draw inferences, and anticipate content. This process enhances comprehension because the reader is not starting from scratch; rather, they are building on a foundation of existing knowledge.

The other options do not encapsulate the essence of schema theory. Grading student essays focuses on assessment rather than the cognitive processes involved in reading. Strategies for improving comprehension and summarizing information are important skills, but they do not directly relate to the foundational role that prior knowledge plays according to schema theory. Understanding this concept is crucial for educators as it informs instructional practices aimed at enhancing students' reading experiences.