Reading comprehension is a process through which the reader develops a meaning in their interaction with the text (Anderson and Pearson, 1984). The understanding that the reader arrives derives from his accumulated experiences, experiences that come into play as he decodes the words, phrases, paragraphs and ideas of the author. Understanding is the process of developing meaning through the way of learning the relevant ideas of the text and relating them to ideas that already exist: it is the process through which the reader interacts with the text.
The IEA (International Association for the Evaluation of Educational Achievement) is one of the most recognized organizations that study reading comprehension. He has coordinated international PIRLS studies 2001, 2006, 2011 and 2015, and also collaborates in the most famous PISA study that takes place every three years. The ideas and criteria presented in its publication PIRLS 2006. Assessment Framework and Specifications, by Ina V.S. Mullis, Ann M. Kennedy, Michael O. Martin and Marian Sainsbury, published in February 2006 (second edition), and translated by the Superior Council of Evaluation of Catalonia, have served as a guide to establish different criteria and classifications at the time to elaborate the content of the tests.
'For PIRLS, reading skills are defined as the ability to understand and use the language forms required by society and / or valued by the individual. Young readers can build meaning from a variety of texts. They read to learn, to participate in the school reading community and in everyday life, and for their own pleasure of reading.'
The links that appear below allow you to access diverse literature about reading comprehension.