Figure 1.

Current conceptualization of the lattice model, where developing and reciprocal effects of linguistic, text-specific, and social-cognitive processes, and the socially and cognitively challenging learning environment of the classroom, interact and support children’s learning to read with understanding. In turn, developing reading comprehension supports children’s development of linguistic, social-cognitive, and text-specific processes, which should influence teachers’ decisions about providing the individualized instruction students receive.