Schema theorists have advanced the understanding of reading comprehension by describing how prior knowledge can enhance a reader's interaction with the text. Accordingly, comprehension occurs when a reader is able to use prior knowledge and experience to interpret a text's message. Educators and researchers have suggested numerous instructional strategies to help students activate and use prior knowledge to aid comprehension. In order for schema construction to occur, a framework must be provided that helps readers elaborate upon new facts and ideas to clarify their significance or relevance. (RS)