【正文】 this model, the reader selected enough information from the text to predict rather than used the whole textual cues. In the course of reading, the reader was the active party. Readers began to read with general predictions based on their cognitive system. It assumed that on reading, the readers have some hypotheses in mind. Then the hypotheses about the meaning were confirmed or reflected, and new hypotheses came out.To read with this model, the reader might be easy to abuse his predict ability, and neglect the actual meaning. The reader also tent to use his thoughts to understand the text and it was easy for him to misunderstand the writer’s meaning. Interactivepensatory modelOnce it has been understood by readers, topdown model proves to be helpful in their reading. However, reading is a plex mental process. According to schema theory, not only content schemata, but also linguistic schemata and formal schemata are necessary factors in reading. Therefore an efficient and effective reading requires both topdown and bottomup strategies operating interactively (Rumelhart, 1980). This is the third model: interactive pensatory model.In interactive processing, topdown model and bottomup model occur at all levels of analysis simultaneously. On reading, the two processing always work at the same time, no matter on whatever stage or whatever level. The bottomup model confirms the reader to find new information and things that are different from his hypotheses. The topdown model helps the reader remove ambiguity and select the useful information. So, the reading is the interactive processing between the reader’s knowledge in memory and the textual cues. The article itself does not have fixed meaning, it just directs that the reader use his background knowledge to reconstruct the text. The difference of the knowledge may cause different understanding. Therefore, if the reader stored certain background knowledge, it would be very useful for him to understand the text and make correct judgment.3. The Schema and Schema Theory meaning of schemaThere are various ways of defining schema, among which the followings are quite influential. Bartlett (1932), in Remembering, A Study in Experimental and Social Psychology, defined the term “schema” as “an active organization of past reactions or past experience, which must always be supposed to be operation in any welladapted organic response”. Rumelhart (1980) came up with this concept of schema and described schema theory basically as a theory of how knowledge is mentally represented in the mind and used. Based on his “schema theory”, “all knowledge is packaged into units. These units are the schemata.” Widdowson (1987) later described schema as “cognitive constructs which allow for the organization of information in a longterm memory”. And finally Cook (1989) redefined the concept as “a mental representation of a typical instance” which helps people to make sense of the world more quickly because “people understand new experiences by activation relevant schemata in their mind”.From the above definitions, we may conclude that schema is made up of the experience stored in memory and background knowledge. The schema is the knowledge units that exist in cerebrum. Generally speaking, every of us have a uniquely personal store of knowledge gained through experiences in his or her life time. This stored knowledge along with its storage structure is called schema. A schema (pl. schemata) is an abstract structure of knowledge. When the reader integrates the store schema and the offer information together, he can understand the text. Schema TheoryAs far back as Kant(1781), it was asserted that background knowledge plays a part in prehension. Bartlett(1932) developed schema theory on this notion to further explain how background knowledge is used by a reader to understand a text. He reported that learners’ reading prehension mainly depends on their knowledge structure. A learner’s prehension won’t occur if he doesn’t know the relative background knowledge or he can’t use the background knowledge successfully. He developed schema theory to explain how a reader to understand and recall a text by using background knowledge. Bartlett found that when participants read a story from an unfamiliar culture, their memory of the change over time to fit schemata from their own culture. But Bartlett was vague about how schemata work.In 1970s and 1980s, Bartlett’s theories received an enormous amount of attention in the artificial intelligence work. Rumelhart(1980), an American artificial intelligence expert, further developed the schema concept. He regarded the schemata as “arts of interactive knowledge structure” or “the building blocks of cognition”. He described schema theory as basically a theory of how knowledge is mentally represented in the mind and how it is used. Carrel is a wellknown researcher on schema theory who proposed “modern schema theory” in 1983. She maintained that skilled readers constantly shift between topdown and bottomup model according to the demands of the text they are reading. Carrel refers to overreliance on bottomup processing as “textboundless”, and overreliance on topdown processing as “schema interference”. That is, reading process was a bination of topdown and bottomup models in which low level and highlevel work together interactively as parts of a reading process (Rumelhart, 1977). Carrel and Eisterhold suggested, “The role of background knowledge in language prehension has been formalized as schema theory, which has as one of its fundamental tenets that text, either spoken or written, does not by itself carry meaning.” This means reading is an interactive process in which the reader makes use of information from his background knowledge as well as information from the printed page. Carrel posed two important concepts: formal schema and content schema. Content schemata refer to the background knowled