Encyclopedia of Clinical Neuropsychology

2018 Edition
| Editors: Jeffrey S. Kreutzer, John DeLuca, Bruce Caplan

Reading Comprehension

  • Dan KoonceEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-319-57111-9_1480


Reading comprehension is the construction of meaning to written text through a reciprocal interchange of ideas between the reader and the particular message of the text. It involves intentional thinking, activation of several cognitive capacities (e.g., attention, inferencing, memory), and interaction construction of knowledge specific to the interaction between the text and the reader. It is demonstrated by the reader’s skill with recognizing text, constructing, revising, and questioning the meaning as he/she reads, making predictions and actively participating in reading by having a goal in mind when selecting and reading text and scanning text to determine that which would be most applicable to his/her goals.


References and Readings

  1. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–291). New York: Longman.Google Scholar
  2. Carnine, D. W., Silbert, J., Kame’enui, E. J., & Tarver, S. G. (2004). Direct instruction reading. Upper Saddle River: Pearson.Google Scholar
  3. Gaskins, R. W., & Gaskins, I. W. (1997). Creating readers who read for meaning and love to read: The Benchmark School reading program. In S. A. Stahl & D. A. Hayes (Eds.), Instructional models in reading (pp. 130–159). Mahwah: Lawrence Erlbaum Associates.Google Scholar
  4. Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica: Rand Corporation.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.The Chicago School of PsychologyChicagoUSA