Some experts maintain that teaching reading comprehension is an interactive process. What best defines the interactive aspect of this process?

The interactive aspect of teaching reading comprehension encompasses the relationship among the text, the reader, and the context in which the reading takes place. This definition underscores the dynamic nature of comprehension, where understanding emerges not only from the words on the page but also from the reader's prior experiences, knowledge, and the situational factors affecting reading.

For instance, a reader brings their own background knowledge to make connections with the text, leading to deeper understanding. Additionally, the context—such as the purpose of reading, the environment, and cultural factors—plays a significant role in how meaning is constructed. Recognizing comprehension as an interactive process emphasizes that learning and understanding are active rather than passive activities, garnering insights from multiple elements that work together to enhance comprehension.

Other options do not capture this interactive nature. Relying solely on a reader’s background knowledge is too limited, as it ignores the interplay with the text and context. Emphasizing memorization detracts from deeper understanding, as good comprehension often involves interpretation rather than rote recall. Finally, focusing exclusively on the teacher’s role overlooks the active involvement of the reader and the contextual elements crucial for meaningful comprehension. Thus, the interactive definition best reflects the comprehensive nature of reading comprehension.