An Evaluative Summary of Models of Reading Comprehension

Abstract

Models of reading comprehension are evaluated as to their utility in facilitating research in comprehension. The criteria employed are: Articulation, Differentiation, Prediction, Creativity, and Flexibility. The models are evaluated as models in the abstract since many models of "comprehension" in fact attempt to explain diffefsnt phenomena, thereby preventing direct comparisons. Models of comprehension vary considerably in the extent to which they meet each of the criteria. The value of models in the investigation of comprehension lies in their capacity to provide testable hypotheses which can lead to scientific prediction and understanding. However, models of comprehension remain untested and therefore limited in the degree to which they have facilitated the scientific understanding of comprehension.Fifteen models of reading comprehension represent those presently in existence. The common characteristic of these models is that each has been constructed in an attempt to explain how a reader gains meaning from the act of reading. Kingston (1961) was among the first to recognize the value of models in facilitating research into the nature of comprehension. Since that time, there has been a proliferation of models of comprehension. The purpose of this discussion is to evaluate these models in an attempt to determine the extent to which they represent viable instruments for research into the nature of reading comprehension.Ideally, all models of comprehension would approach the question of understanding comprehension in a similar manner. Unfortunately, this situation does not prevail. The model of Gray (1960) and Robinson (1966) is essentially concerned with the skills necessary for effective comprehension. Barrett (1968) aims at setting out the instructional objectives necessary to teach comprehension, while Kingston (1961) is concerned with illustrating some of the external influences which can affect comprehension. The models of all attempt to illustrate the cognitive operations involved in comprehension. Spache (1963) and Smith (1960) combine overt skills and covert cognitive operations in their models, while Carver (1971) conceives comprehension in terms of information processing. The models of Goodman (1970), Venezky and * Dr. Harker is on the Faculty

What makes a good reader? Worldwide insights from PIRLS 2016

“…Although the TIMSS and PIRLS International Study Center has released an overall outlook on what makes a good reader, the subject of explanatory variables of reading attainment within participating countries has been conspicuously absent from most of the recent studies undertaken by the educational research community. Many models of reading comprehension have been proposed (see, e.g., Harker, 1972;Joshi & Aaron, 2000) but those are limited in the number of explanatory variables that can explain reading literacy. For example, in Joshi & Aaron (2000) model, reading comprehension is simply estimated as the product of Decoding and Listening Comprehension plus the Speed of Processing.…”