ABSTRACT
Chapter 4 introduced the DCT view of meaning, mental modeling, and the structure of semantic memory. According to that view, memory is infused throughout all aspects of comprehension, and therefore our discussion of memory in this chapter is inherently intertwined with the discussion of meaning and comprehension in chapter 4. There can be no meaning or comprehension without memory-either short-term memory for wordings or long-term, semantic and episodic memory for interpretations. We first summarize some current approaches to memory and then elaborate on the traditional memory categories of semantic memory and episodic memory from a dual coding perspective as they relate to literacy. This discussion is particularly relevant to a fuller understanding of theoretical models of reading, the subject of the next chapter.
