When reading current research, one is overwhelmed by the proliferation of "new" theories of the reading process. The purpose of this paper is to present the prevailing theories of reading comprehension, to examine their similarities and differences, and determine whether they are distinctly different or represent a general theory of cognitive development specifically applied to reading.
Sheridan, E. M. (1981). Theories of Reading and Implications for Teachers. Reading Horizons, 22 (1). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol22/iss1/11