ABSTRACT
The sociocognitive interactive model supports the view that understanding text is not a static endeavor in which the text is the only conveyer of meaning, but, rather, a meaning-construction process, with meanings constructed as a result of a variety of interactions with a text. For sociocognitive interactive model, reading is conceptualized as a meaning-construction process in the instructional context of the classroom. A survey of the model reveals three major components: the reader, text and classroom context, and teacher. Cognitive conditions and various knowledge forms, to which we now turn, play a vital part in the reading process. The chapter considers the role of declarative, procedural, and conditional knowledge in meaning-construction. The knowledge use and control component, seen in the model, directs the reader's meaning-construction process. Knowledge use and control consists of three components: the knowledge-construction process, text representation, and reader executive-and-monitor.
