For decades, reading educators have put forth various definitions of reading and theories related to processes which occur during the reading act. Classroom teachers must understand what reading is if they are to teach effectively, yet it is easy for confusion to set in because of conflicting views of the reading act. Depending upon which speaker is heard, or which article is read, or in which professor's class they were enrolled, teachers may be exposed to many differing views of reading.
Shapiro, J., & Riley, J. (1989). Ending the Great Debate in Reading Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 30 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol30/iss1/9