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Perhaps the most pervasive and unsettling problem confronting the community of reading educators, researchers, and theorists is the lack of a commonly held view of the precise nature of reading comprehension. "Comprehension" has developed denotative and connotative characteristics which befuddle even the most serious students of language and language processes.

This paper proposes, as a partial solution to this vexing situation, a straightforward theoretical construct as a lexical equivalent of the technical term. The focus here is upon relating reading comprehension to a variety of research and theoretical paradigms which lend themselves to divergent interpretations, but which have a common conceptual base.

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