Reading is a “complex, multidimensional cognitive process situated in and mediated by social and cultural practices” (Moje, 2018, p. 2), and “teaching depends on knowing what students know and can do and then determining what they need” (p. 3). We base this claim on a confluence of evidence that presents reading as complex, involving multiple sources of information that are distributed across multiple neurological systems.

Catherine Compton-Lilly, Lucy K. Spence, Paul L. Thomas,  Scott L. Decker

The Reading Teacher 2 November, 2023  https://doi.org/10.1002/trtr.2258

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