ABSTRACT
Texts and other forms of written media are frequent means of transmitting information. Thus, the ability to comprehend written material is a critical skill for successfully functioning in modern society. Consequently, one important goal for many reading researchers is to identify the differences between skilled and less skilled readers in terms of cognitive aptitudes and processes engaged during reading. Developing a better understanding of these differences contributes both to theoretical explanations of the reading process and to interventions designed to improve reading ability.
