刘艳梅著的《有意义学习理论和图式理论视角下的英语阅读理解》正是基于两种理论的相互兼容性和前人相关研究的不足，设计了两个实验研究。两个实验中阅读材料均以万圣节作为主题，采用对照组和实验组对比的研究方式。其中实验组被提前教授背景知识，而对照组对该主题背景知识知之甚少。第一个实验以高中生为受试，阅读文章为记叙文；第二个实验以大学生为受试，阅读文章为说明文。两个实验遵循相同的程序：阅读文章；之后收回文章，要求学生回忆文章内容（为保证受试充分回忆，允许受试使用母语）；一周之后，要求受试再次回忆文章内容。受试所回忆内容被分成意义单位，进行量化分析；受试回忆文本作为定性分析的依据。

Introduction
Chapter 1 Exploration on the Nature of EFL Reading
1.1 Disputes on the Nature of EFL Reading and Manifestations in Practical Teaching
1.2 Further Explorations on the Nature of Reading
1.3 The Nature of Reading
Chapter 2 Meaningful Learning Theory
2.1 What is Meaningful Learning?
2.2 Meaningful Learning and Meaning Acquisition
2.3 Meaningful Learning and Meaning Retention
2.4 Forgetting Viewed from Meaningful Learning Theory
2.5 Implications of Meaningful Learning Theory for Reading Pedagogy
2.6 A Review of Previous Studies of Meaningful Learning Theory
2.7 A Short Critique on Meaningful Learning Theory
Chapter 3 Schema Theory
3.1 Philosophical and Psychological Rationale behind Schema Theory
3.2 What are Schemata?
3.3 How are Schemata Created and Modified?
3.4 Foreign Language Reading Viewed from Schema Theory
3.5 What Role do Schemata Play in Reading Comprehension?
3.6 How do Schemata Facilitate Reading Comprehension?
3.7 A Review of Empirical Studies of Schema Theory
Chapter 4 Methodology of the Empirical Studies
4.1 The Rationale for the Present Studies
4.2 Research Questions
4.3 Participants
4.4 Instruments
4.5 Procedures
4.6 Scoring
Chapter 5 Results and Discussion of the Empirical Studies
5.1 Results
5.2 Discussion
Chapter 6 Pedagogical Implications for EFL Reading
6.1 Implications for Teaching of EFL Reading
6.2 Implications for Curriculum Design and Presentation Sequencing
6.3 Implications for the Design of Reading Questions
Conclusion
Appendix A
Appendix B
Appendix C
Bibliography