There are three main theoretical perspectives that inflence effective reading comprehension. These ideas include – sociocultural, cognitive and behaviourist practices. We believe a sociocultural view is most effective as it incorporates cultural, social and cognitive practices to construct meaning from text (Rennie, 2011; Winch et al., 2014)
Theoretical Perspectives of Reading Comprehension
Sociocultural
Sociocultural perspectives see reading and comprehension as a social practice where reader’s draw on a range of resources including cultural, social and cognitive practices to construct meanings from text (Rennie, 2011; Winch et al., 2014) This view states that “texts are parts of lived, talked, enacted, value-and-belief laden practices carried out in specific places and at specific times” (Gee et al., 1996, as cited in Winch et al., 2014). Sociocultural theories respect the culturally diverse backgrounds of readers (Luke et al., 2011; Winch et al., 2011), and recognise that meaningful practices are incorporated into everyday life. Reading is a dynamic process that the “reader constructs meaning within a social and situation context” (Winch et al., 2014, p. 31). The four resources model (Freebody & Luke, 1990, as cited in Luke et al., 2011) may be used as a framework for comprehension instruction with an emphasis on student cultural and community knowledge. This model, also known as the Four Roles of the Reader can be explained in further detail by clicking on the link below.
Cognitive
Cognitive theories of comprehension emphasise that meaning is located in the text and the reader (Hill, 2012) and highlight how learners make meaning out of information (Churchill, et al., 2013). Therefore, interaction between the text and the reader is essential for successful reading comprehension (Hill, 2012). This approach focuses on getting students to use strategies that will help with their understanding of the text. (McKeown et al., 2009, as cited in Luke et al., 2011). The comprehension strategies used before, during and after reading include - predicting, questioning and summarising (Hill, 2012). Oakhill and Beard 1999 (as cited in Winch et al., 2014) argue that although cultural factors are important in reading comprehension, it is also essential that children learn literacy skills that will enable them to read, write and understand.
Behaviourist
A behaviourist view of reading takes the position that meaning is within the text and that the reader must carry out a series of reading behaviours to extract that meaning (Luke et al., 2011; Rennie & Goff, 2015). A behaviourist approach suggests that appropriate behaviour promotes positive feedback, encouraging and re-inforcing success (Churchill et al., 2013). Constant repetition of a task to learning is based on the idea that learners respond to stimuli in their environment, therfore the role of the teacher is to provide relevant and useful stimuli so that the learner responds to and gains the required knowledge or experience (Chuchill et al., 2013).
