PRIOR KNOWLEDGE there are different kinds of prior knowledge which someone must have knowledge of the printed

d code; for example, is it logographic or orthographic, the writing code; for instance, is it Roman alphabets and the language; is it English, Spanish or French before the identification of the print can be made. ESKEY Eskey (1986), who asserted that the cognitive structure or the brain comprises two kinds of knowledge which is relevant, such as: knowledge of form knowledge of substance

Knowledge of form refers to the readers knowledge of language such as graphophonic, lexis, syntax, semantics, and knowledge of the rhetorical structure. knowledge of substance refers to the content or the conceptual structure of the text. This encompasses knowledge of the target culture, subject matter or content domain knowledge. They comprise cultural, pragmatic and subject specific knowledge. Lack of such knowledge may be detrimental to comprehension because this knowledge helps readers in forming and revising predictions as interpretation of the text is constructed.

SCHEMATA Rumelhart(1980) - Schemata truly are the building blocks of cognition. They are the fundamental elements upon which all information processing depends. Schemata are employed in the process of interpreting sensory data (both linguistic and non-linguistic), in retrieving information from memory, in organising actions, in

determining goals and sub-goals, in allocating resources, and, generally, in guiding the flow of processing in the system. Different people have different past experiences and schemata. That is why the same text may be comprehended differently by different people depending on factors such as readers age, beliefs, sex, race and culture.

Carrel(1983) outlined two categories of schemata content schemata - concerned with the readers background knowledge or knowledge about the content of the text. Readers who have more prior knowledge about a reading passage are able to comprehend the passage better compared to those who do not have much prior knowledge. formal schemata - refer to knowledge about the language, the different types of texts, story grammar. it is also represent knowledge of the discourse structures that readers develop through exposure to different discourse organizations, language conventions and literary devices. formal schemata also depend on the readers prior knowledge. what is schema? According to Anderson and Pearson (1988:39), it is an active organisation of past reactions, or past experience. Readers schemata comprise their prior knowledge or knowledge of the world that is stored in the long-term memory. According to the schema theory, a text provides direction of meaning. It is readers who employ their prior knowledge to construct meaning from the text. This suggests that comprehension is the result of reader-text comprehension.

READING PROGRAMME

Aims of reading programme

 discuss the aims in detail and what they imply for the teaching of reading.
To enable students to improve reading - Reading is a private process. Students themselves need to read to improve reading. To enjoy (or at least feel comfortable with) the material - Interest is an important element. Interesting materials should be chosen so that students enjoy what they are reading. To read without help - In real life situation, students read on their own. the task of reading teachers is to develop students skills as independent readers and eventually, making the teachers help unnecessary. To read various unfamiliar texts - Students need to read different variety of books. This may include different forms of discourse structures, genre, subject matter or materials magazines, newspapers, tabloid, journals, readers, abridged readers, young adult readers, novels To use authentic texts - the use of authentic materials such as newspaper cuttings and brochures are encouraged so that foreign language reading may be more interesting. It is also important for teachers to use texts that students will be reading in real life. To read at appropriate speed - Competent readers are able to adjust their reading speed and approach according to their purposes of reading and the type of text.

 To read silently - This is the type of reading that will be used more in real life. readers understand better when they read silently rather than when they read aloud. To read with adequate understanding - students should be taught to read according to the level of understanding which is appropriate.