Published Paper Details:

Abstract: Reading comprehension is a complex cognitive task that influences knowledge acquisition and critical thinking. This research article explores influential linguistic psychological theories to deepen our understanding of reading comprehension. The prominent theories examined are the Dual-Route Theory of Reading, Construction-Integration Model, Schema Theory, Interactive Compensatory Model, Levels of Processing Theory, and the Simple View of Reading. The Dual-Route Theory posits two cognitive pathways for reading: the lexical and phonological routes. Skilled readers flexibly switch between these pathways based on word familiarity, facilitating efficient comprehension. The Construction-Integration Model emphasizes readers' prior knowledge, vocabulary, and grammatical skills in constructing meaning from text, leading to a coherent mental representation. Schema Theory highlights the role of readers' mental frameworks in guiding comprehension and organizing new information based on existing knowledge and experiences. The Interactive Compensatory Model recognizes that reading comprehension involves dynamic cognitive strategies to compensate for challenges and maintain understanding. The Levels of Processing Theory suggests that the depth of processing affects memory traces, leading to better comprehension when information is encoded more elaborately. The Simple View of Reading underscores the essential roles of decoding skills and linguistic comprehension, with a balanced approach to instruction and intervention. Understanding these theories informs effective reading instruction and intervention, with tailored support for individual learners. Early identification and intervention for reading difficulties are crucial, as well as fostering metacognitive awareness and cognitive flexibility. Content-rich instruction and exposure to diverse texts enhance comprehension and knowledge transfer.