From Decoding Signs to Constructing Meaning: A Cognitive Approach to Reading Comprehension

Abstract

This paper views reading as a complex cognitive process rather than mere linguistic decoding. Its aim is to demonstrate how cognitive resources such as working memory, mental schemas, and critical thinking enhance comprehension. The hypothesis is that cognitive and pedagogical strategies foster deeper meaning construction. A theoretical and analytical approach based on the cognitive perspective applied to schooling is employed. Findings indicate that prior knowledge activation, causal reasoning, and creative engagement significantly improve reading comprehension.