Reading Comprehension for Good and Poor Readers: An Overview of Theoretical and Empirical Perspective

Abstract

Reading skills have a unique place in terms of academic and life success of individuals. A theory called Matthew Effect shows how good and poor readers differ from each other over a long period, and how good readers gain distinct advantages over many other areas, especially in academic achievement versus poor readers. The essence of reading skills is the ability to understand what is read, which is the process of reaching a meaning beyond analyzing and pronouncing graphical symbols. Reading comprehension is a complex, multidimensional and dynamic process in which the focal point is structuring and interpreting the meaning of what is being read. In this research, which is a review study based on current literature, the reading comprehension process for good and poor readers has been examined from a multi-dimensional and holistic perspective both in theoretical and in the light of current researches. Important information and explanations are given by taking into consideration the effects of the Simple View of Reading, the lower and higher-level language skills, and the executive functions known as domain-general processes on reading comprehension.