- SSC refers to a reader's ability to process and exhibit understanding of texts that are representative of the texts’ semantic structures
- It can be measured after and while reading
- Involves the reader's ability to recall and summarize information while making connections (after reading)
- Can measure the number of connections made and how often the information is being recalled or summarized (after reading)
- Answering questions (after reading)
- Observing eye movements (i.e. number of times the reader looked back at the text) (while reading)
- Thinking-aloud (while reading)


Michigan State University

The IMREC model shows how reading comprehension involves multiple different aspects; it also aids in determining differences in reading comprehension across individuals. Significant parts of different models related to reading comprehension are put together to form a single model, while taking into accounts the difficulties in integrating these theories into assessments.

Integrated Model of Reading Comprehension

van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315-325.

Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension

The product is also known as the situational model of the text and the process is the steps taken to develop coherence (the product)

Product vs. Process of Reading Comprehension

- Visualization of texts varies across individuals and is impacted by developmental differences
- Varying levels of background knowledge and use of automatic and strategic processes
- Memory plays a role in the understanding of the text
- Readers have different standards for developing coherence
- Readers have varying knowledge of different genres


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