Schema theory also underscores the close connections between reading and writing.
In order to construct meaning and obtain the most comprehension, a reader needs to
activate the existing schema to interact with the text information. Noryce and Christie
(1989), in particular, indicate that a writer utilizes the same schemata that are used for
reading comprehension. In order to write a topic, a writer needs to have an access to
the prior knowledge (schemata) of that topic. Thus, these schemata serve as resources
for the content of writing. This view of schema shared by both reading and writing
lead us to infer that reading can play a role in the writing process by providing
schemata (ideas) to write about. Conversely, writing a prediction during the prereading
activity activates the learner's schemata about the topic and thus facilitates
reading comprehension.