Quality learning from texts we read: What does it take?

The ability to read is essential for successful functioning in society and therefore is one of the most important “survival” skills for children and adults. In virtually all instances, the goal of reading is to identify the meaning or message of the text at hand. Doing so involves the execution and integration of many processes. The current chapter discusses research in the area of reading comprehension with a focus on quality learning from texts we read. The aim is to discuss the underlying cognitive processes that support reading comprehension across development by taking into account learner characteristics, text properties, and the context in which reading takes place. Finally, current and future directions that directly relate to both the theoretical and educational aspects of reading comprehension are discussed. Quality Learning from Texts We Read: What Does It Take? One of the foremost goals of educational research, both basic and applied, is to improve the quality of learning. Much of this learning takes place inside and outside of schools and is based on successful comprehension of texts. Thus, understanding text comprehension helps us gain a theoretical understanding of learning and cognition and has important implications for educational practice (McNamara & Kendeou, 2011).