In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence‐based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text‐specific, linguistic, and social‐cognitive processes, which interact with instruction as Child Characteristic × Instruction (C × I) interaction effects. The processes develop over time and in the context of classroom, home, peer, community, and other influences to affect children's development of proficient reading comprehension. First, I describe models of reading comprehension; then, I review the basic processes in the model, the role of instruction, and C × I interactions in the context of the lattice model. Finally, I discuss implications for instruction and research.

中文翻译：

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阅读理解发展的格模型。

在本文中，我将介绍儿童如何学习理解他们的阅读的发展模型，该模型建立在当前阅读理解模型的基础上，并将指导研究和基于证据的幼儿早期和中期发展模型的发现进行整合。格模型认为，儿童的阅读理解能力是特定于文本，语言和社会认知过程发展的交互作用，交互作用和自举效应的函数，这些过程与作为儿童特征×指令（C×I）交互作用的指令相互作用效果。随着时间的流逝，过程在教室，家庭，同伴，社区和其他影响因素的背景下发展，从而影响儿童对熟练阅读理解能力的发展。首先，我描述阅读理解的模型；然后，我回顾了模型的基本过程，指令的作用以及晶格模型中C×I的相互作用。最后，我讨论了对教学和研究的启示。