This study was closely supported by different educational and psychological theories which relate to the

reading comprehension and problem solving ability of the students.

One of the theories related to the present study is Gardner's Theory of Multiple Intelligences. This
theory posits that students are better able to learn and internalize information when more than one
learning modality is employed in an instructional strategy (McKnight, 2010). This theory emphasizes the
fact that students learn better if visual and spatial displays that make relationships between related facts
and concepts are presented to them. Since graphic organizers present material through the visual and
spatial modalities (and reinforce what is taught in the classroom), the use of graphic organizers help
students internalize what they are learning. The present study further considers the fact that graphic
organizers will aid the students in understanding abstract ideas or concepts in a written passage. Hence,
students are able to comprehend well and make abstract ideas more concrete.

Another theory which shows relevance to the current study is the Gestalt Theory of Problem Solving.
This theory holds that problem solving occurs with a flash of insight. During insight, problem solvers
devise a way of representing the problem that enables solution. Gestalt psychologists offered several
ways of conceptualizing what happens during insight: insight involves building a schema in which all the
parts fit together, insight involves suddenly reorganizing

the visual information so it fits together to solve the problem, insight involves restating a problem's
givens or problem goal in a new way that makes the problem easier to solve, insight involves removing
mental blocks, and insight involves finding a problem analog (Mayer and Wittrock, 2009).

The Gestalt Theory explains that a problem solver develops a plan in solving a problem. He does this by
representing the problem before thinking of the possible solution to the given problem.
Correspondingly, this study firmly considers the fact that students must comprehend the given problem
by noting important and relevant details and making mental representations to be able to decide on the
possible solutions to be used.

Meanwhile, McElroy & Coughlin (2009) discussed Cognitive Learning Theory which is the memory
system, with its short- term and long-term sorting and encoding components which guide the learning
process. Learning is best achieved when the information is presented systematically and stored in the
student's brain in an organized, meaningful and useable manner.

In relation to the present study, for one to be able to effectively solve word problems, the necessary
information must be presented systematically following the steps involved in problem solving. These
steps serve as guide for the students to come up with a correct solution to the problem.

The learning theory with role of background knowledge in language comprehension as mentioned by
Sulistio (2013) is known as schema theory. According to this theory, meaning is not only found in the
words one reads or hears. It is a process of interaction between what is in the reading or spoken passage
and the readers' or listeners' previous knowledge.

Generally, there are three major types of schemata, namely, linguistic schemata, formal schemata and
content schemata, which are closely related to reading comprehension (Salmi, 2011). Linguistic
Schemata refer to readers' existing language proficiency in vocabulary, grammar and idioms. Formal
Schemata include knowledge of different text types and genres, and also include the knowledge that
different types of texts use, text organization, language structures, vocabulary, grammar and level of
formality differently. Studies show that the knowledge of what type and genre the text is can facilitate
reading comprehension for readers because the type of the text will offer detailed evidence of the
content of the text. Lastly, Content Schemata refer to the background knowledge of the content area of
a text, or the topic a text talks about. Additionally, they include topic familiarity, cultural knowledge and
previous experience with a field.

Applying to the present study, the three major types of Schemata namely, Linguistic Schemata, Formal
Schemata and Content Schemata provide the researcher with the meaningful information on the factors
that significantly affects the reading comprehension of a learner which is very necessary for one to be
able to solve a word problem in Mathematics.

In the current study of the relationship between reading comprehension and problem solving ability of
the Grade 7 students of Nabuslot National High School, the idea of the aforementioned theories were
explored.