Work

A Lattice Model of the Development of Reading Comprehension

Year: 2016

Type: article

Abstract: In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes, which interact with instruction as child-characteristic-by-instruction (CXI) interaction effects. The processes develop over time and in the context of classroom, home, peer, community, and other influences to affect children's development of proficient reading comprehension. I first describe models of reading comprehension. I then review the basic processes in the model, the role of instruction, and CXI interactions in the context of the lattice model. I then discuss implications for instruction and research.

Source: Child Development Perspectives

DOI: 10.1111/cdep.12200

Author: Carol McDonald Connor

Institution: University of California, Irvine

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: U.S. Department of Education, Institute of Education Sciences, National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development