In this final piece on our current theme Comprehension, Dr. Shailaja Menon draws upon data from the Literacy Research in Indian Languages (LiRIL) study to problematize the role of prior knowledge in comprehension, at least, in the manner in which it is currently used in classrooms. She points out that prior knowledge was currently being used ineffectively by children, and not being successfully used in building a coherent representation of the text.