Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires…

A study found that both paradigmatic and syntagmatic aspects of text were important for signifying meaning of text in the reading comprehension of 102 Australian students at 3 age levels (10, 12, and 14 years). Underlying comprehension problems was a lack of prior experience of text topics. Reading preparation through developing shared meanings is…