Schemata, as defined recently by reading researchers, represent generic concepts which are stored in memory. They include underlying objects, situations, events, actions, and sequences of actions for use in interpreting new experiences. Research on schemata suggests that teachers need to pay attention to the types of questions they ask when discussing reading assignments and to vary both questioning techniques and instructional content so that students can develop all the reading skills they will need to increase their comprehension. A list of five references for further reading is included. (JW)