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Reading comprehension is an activity that combines text features and the reader’s psychological variables of prior knowledge and attention. Comprehension and recall of textual information can only occur on a deeper level when information is transferred from the sensory memory and processed in the short term memory.  Keen attention and observance of key elements of reading comprehension is instrumental to the desired domicile of information in the long Term Memory (LTM). The clear explanation of memory processes by Atkinson and Shiffrin in the multi-store model (1968) does not only pioneer the emergence of studies in this field, but also stresses the invaluable nature of prior knowledge and other variables of reading comprehension. Based on the centrality of reading in learning, it is precursory to the initiation of memory processes. As a result, the semantic memory (LTM) of an individual which is often a product of the connectivity of pre-existing information with new information is better enhanced through the series of activities which define the reading comprehension process.