ABSTRACT
In this chapter, the causal model presented in the preceding chapter will be placed into the context of prior theory and research.
The next section will be devoted to explaining how the rauding process fits into the context of several other processes involved when individuals read text, namely, scanning, skimming, learning, and memorizing. Then, a section will be devoted to explaining how the slice of time that is most relevant to the causal model is 1 year, but that reading for 1 second and reading for 1 minute are also indirectly relevant to the causal model. A subsequent section will put the model into context with respect to age (lower graders, middle graders, and adults) and skill categories (beginning readers, intermediate readers, and advanced readers). Then, the model will be compared to other theoretical approaches to reading.
