1. How do readers’ schemata affect their comprehension? What implications does this relationship between schemata and comprehension have for reading instruction in your classroom?2. Children who grow up in literate environments in which caretakers regularly read to them possess a wealth of story schema that their peers in environments in which books and stories are not typical features. What are some examples of story schema that the former children may have that the latter may not possess? How can kindergarten teachers help to alleviate this disparity?3. 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. What could you do to build schemata to foster comprehension for her?