The aim of this article is twofold. First, it provides a general overview of reading compre­hension by outlining classic models of single-text comprehension and more recent models of multiple-text comprehension and sourcing during reading comprehension. Second, the article highlights important sources of individual differences in reading…

The deep comprehension of a text is tantamount to the construction of an articulated mental model of that text. The number of correct recollections is an index of a learner's mental model of a text. We assume that another index of comprehension is the timing of the gestures produced during text recall; gestures are simultaneous with speech when…

Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that…

We introduce a special issue featuring four theoretical models of multiple text comprehension. We present a central framework for conceptualizing the four models in this special issue. Specifically, we chart the models according to how they consider learner, texts, task, and context factors in explaining multiple text comprehension. In addition,…

Research has identified a number of linguistic features that influence the reading comprehension of young readers; yet, less is known about whether and how these findings extend to adult readers. This study examines text comprehension, processing, and familiarity judgment provided by adult readers using a number of different approaches (i.e.,…

In order to further validate and extend the application of recent knowledge structure (KS) measures to second language settings, this investigation explores how second language (L2, English) situation models are influenced by first language (L1, Korean) translation tasks. Fifty Korean low proficient English language learners were asked to read an…

This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…

One of the basic findings on situation models and language comprehension is that reading times are affected by the changing event structure in a text. However, many studies have traditionally used multiple, relatively short texts, in which there is little event consistency across the texts. It is unclear to what extent such changes will be…

During reading, the model of the situation described by the text is continuously accommodated to new text input. The hypothesis was tested that readers are particularly sensitive to diagnostic text information that can be used to constrain their existing situation model. In 3 experiments, adult participants read narratives about social situations…

This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, "Critical Analysis of Argumentative Text" (CAAT), which was designed to help students to identify, summarize and critically analyze parts of argumentative text. Based on the premise that reading and writing require similar knowledge of text…

Finds that the reader's purpose for reading (read-to-do or read-to-recall) partially determines what type of mental representation is stressed during comprehension. Finds that the processing of procedural text is codetermined by the participants' purpose for reading and type of text (narrative versus list-like) as well as the text structure (as…

Studies the comprehension processes of good and poor readers within a severe to profoundly deaf orally educated population. Supports a multiprocess model where an individual's knowledge both of text structures and of specific content areas play major roles. Shows that characteristics such as age and linguistic experience are important factors in…

The inaugural issue of "Topics in Language Disorders" included articles by Roth and Perfetti and Pearson and Spiro that reflected the thinking of the time on reading comprehension instruction. In this article, the author reviews the general direction of those contributions in light of current thinking and offers a model for organizing the…

This study investigated the effects of linguistic simplification and content schemata on reading comprehension and recall. The participants, 240 Iranian male students of English as a foreign language (EFL), were divided into 4 homogeneous groups, each consisting of 60 participants (30 with high proficiency and 30 with low proficiency). To elicit…

Describes a method of assessing students' actual reading processes, allowing teachers to suggest and model strategies for overcoming reading problems. Reports that the model works well with remedial readers in an individual setting and could be applied, with modifications, to a group of students. (RS)