La comprensión de textos desde una perspectiva cognitiva: aportes de la psicolingüística. Una revisión teórica

This article is an overview of theoretical traditional models of text comprehension from a psycholinguistic perspective. The main theoretical contributions are introduced, from those which exclusively focus on texts to those which consider the reader as an active factor in the process of reading comprehending. Then, a current theoretical model, relevant to both assessment and intervention for text comprehension, is discussed. This model deals with reading comprehension from a multicomponent perspective and disaggregates the components comprised in eleven abilities that allow an independent assessment. The main objective of this review is to encourage the interest in the study of reading comprehension, an essential ability for cognitive, behavioral and social development of individuals.