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Reading comprehension requires the construction of a coherent mental representation of the information in a text. Reading involves three interrelated elements—the reader, the text, and the activity, all situated into a broader sociocultural context.
Reading comprehension is one of the most complex cognitive activities in which humans engage, making it difficult to teach, measure, and research. Despite decades of research in reading comprehension, international and national reading scores indicate stagnant growth for U.S. adolescents.
Reading comprehension is not simply the recall or regurgitation of information encountered in text. Reciprocal implies that that the reader brings something to reading comprehension–it’s not just the information in the text; the information that the reader already possesses also influences the construction of meaning.
The purpose of reading is comprehension — getting meaning from written text. Find out what else research tells us about the active process of constructing meaning, and how good readers consciously employing comprehension strategies.
Reading comprehension requires the construction of a coherent mental representation of the information in a text. Reading involves three interrelated elements—the reader, the text, and the activity, all situated into a broader sociocultural context.
Comprehension was defined by the Research and Devel-opment (RAND) Reading Study Group (RRSG, 2002) as ‘‘the process of simultaneously constructing and extract-ing meaning through interaction and engagement with print.’’.
description of reading comprehension states that comprehension is the process of making connections between the new information in the text and the known information in the readerÕs head.
• Reading comprehension is complex, and a clear understanding of its component processes is neces-sary to effectively and efficiently address difficulties. • Theoretical models of reading comprehension specify inferential processes and background knowledge as integral components.
Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment.
Reading comprehension is one of the most complex cognitive activities in which humans engage, making it difficult to teach, measure, and research.