Аннотация:Abstract This article presents a model of the generative processes of reading comprehension. The article begins with a discussion of the four parts of the model: generation, motivation, attention, and memory. The discussion then reviews laboratory and classroom research relevant to the model. A series of experiments by the author and his colleagues are presented to support the instructional utility of the model. The article concludes with a discussion of the model and its relation to the teaching of reading comprehension in schools.
