Refocusing reading comprehension: Aligning theory with assessment and intervention

Abstract

In this commentary, we propose that the field of reading comprehension requires refocusing on theories that help describe and explain the dynamic interactions among reader characteristics, texts, and contexts in which comprehension occurs across development. Further, we assert that reading comprehension assessments and interventions have not been aligned sufficiently with each other or with theory, thus limiting researchers' capacity to detect potentially important intervention effects. We integrate findings from the four empirical articles in this issue, highlighting the need for greater alignment of theory, assessment, and intervention, which can, in turn, promote transfer of reading comprehension skills across texts and contexts.