1. How do readers' schemata affect their comprehension? What are some books (textbooks, novels, etc.) that were challenging for you to read due to your lack of background knowledge of the topic? What are some new schemata that you currently possess that help you read this textbook? What implications does this relationship between schemata and comprehension have for reading instruction in your future classroom? 2. How does cultural background relate to schema theory (the influence of schema on comprehension)? Suppose you are a fourth-grade teacher preparing a lesson that focuses on a story about a family that visits Washington, D.C. One of your students, Jamila, recently emigrated from Somalia. Explicitly explain what you could do to build schemata to foster comprehension for her. 3. Discuss ways that the students use metacognition when they are reading the textbook, a novel, etc. How would comprehension be affected if they did not possess these metacognitive skills?