Reading Comprehension and PASS Theory

Panayiota Kendeou, Timothy C. Papadopoulos, George Spanoudis

Research output: Chapter in Book/Report/Conference proceedingChapter

13 Scopus citations

Abstract

Reading comprehension is essential for successful functioning in our society. 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. In the current chapter, we discuss the underlying cognitive processes that support reading comprehension and link them to the PASS (Planning, Attention, Simultaneous, and Successive processing) theory of intelligence. This discussion is enriched with empirical data demonstrating the contribution of each of the PASS components to reading comprehension in adolescent readers. Finally, we discuss specific implications derived from this research for enhancing learning from texts and reading achievement.

Original languageEnglish (US)
Title of host publicationCognition, Intelligence, and Achievement: A Tribute to J. P. Das
EditorsT Papadopoulos, R Parilla, J Kurby
PublisherElsevier Inc.
Pages117-136
Number of pages20
ISBN (Print)9780124104440, 9780124103887
DOIs
StatePublished - Jul 25 2014

Keywords

  • Attention
  • CBM-Maze
  • PASS Theory
  • Planning
  • Reading comprehension
  • Simultaneous processing
  • Successive processing

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    Kendeou, P., Papadopoulos, T. C., & Spanoudis, G. (2014). Reading Comprehension and PASS Theory. In T. Papadopoulos, R. Parilla, & J. Kurby (Eds.), Cognition, Intelligence, and Achievement: A Tribute to J. P. Das (pp. 117-136). Elsevier Inc.. https://doi.org/10.1016/B978-0-12-410388-7.00007-5