* Schema Theory: This theory posits that readers construct meaning by connecting new information to their existing knowledge (schemas). Comprehension hinges on activating and utilizing relevant prior knowledge to interpret the text. Without strong schema activation, comprehension suffers.
* Constructivist Theory: This broader theory aligns with schema theory, emphasizing the active role of the learner in constructing meaning. Readers aren't passive recipients of information; they actively build understanding through interaction with the text and their prior experiences. Comprehension is the outcome of this active construction process.
* Sociocultural Theory: This perspective highlights the social and cultural context of learning. Comprehension is not solely an individual process but is shaped by interactions with others (teachers, peers, family). Scaffolding, collaborative learning, and discussions all play a crucial role in developing comprehension skills.
* Transactional Theory of Reading: This theory views reading as a transaction between the reader and the text. The meaning is not solely residing within the text but is co-created by the reader's background, experiences, and the text itself. Comprehension, therefore, is a dynamic interaction resulting in a unique meaning for each reader.
* Information Processing Theory: While not solely focused on comprehension, this theory emphasizes the cognitive processes involved in reading, including attention, working memory, and long-term memory. Successful comprehension relies on efficient processing of information from the text and integration with existing knowledge stored in memory.
It's important to note that these theories are not mutually exclusive; they often complement and overlap. Many contemporary approaches to literacy instruction integrate elements from several of these theories to promote strong comprehension skills.