Contributions of the cognitive, affective and linguistic domains to strategy use and degree of strategy use to effective reading performance

According to Alderson and Urquhart (1984) the close reading of passages
including syntactic, semantic, and lexical analyses is a language lesson, not
reading. Different models of reading were introduced to characterize reading,
including data-driven or bottom-up model, concept-driven, or top-down model, and
the interactive model which involves the instruction of reading skills and
comprehension strategies. (Maria, 1990; Weaver, 1994) Reading strategies are
goal–directed, deliberate mental processes which control and modify the reader‟s
efforts to construct the meaning of a text (Afflerbach, Pearson, & Paris, 2008).