This paper proposes a new theoretical framework for reading instruction in second/foreign language classrooms. The theoretical framework introduced in this paper is called the Schematic Information-Processing (SIP) model of reading comprehension and is a combination of video-based instruction and various reading comprehension theories, models, and strategies. The SIP model supports the positive effects of the utilization of text-relevant video segments in teaching culturally unfamiliar texts in second/foreign language classrooms. According to this model, choosing appropriate text-relevant video segments and playing them in three stages of reading instruction--pre-reading, while-reading, and post-reading--not only can improve second/foreign language readers' reading comprehension of culturally unfamiliar texts but also can lead to a longer retention of the content of culturally unfamiliar texts as well.