Why is teaching reading comprehension viewed as an interactive process?

Teaching reading comprehension is viewed as an interactive process primarily because it involves the reader actively engaging with the text to construct meaning based on their prior knowledge, experiences, and the context in which the reading occurs. This perspective emphasizes that comprehension isn't just about decoding words; it requires a dynamic interaction between the reader and the text.

When readers approach a text, they do not passively absorb information; instead, they analyze, question, and relate the text to their own understanding of the world. This active involvement enhances their ability to grasp deeper meanings, infer context, and make predictions, leading to a richer comprehension of the material. By integrating personal context with content to create meaning, readers become more invested and adaptable in their understanding of diverse texts.

The other options do not capture the interactive essence of reading comprehension. Focusing solely on emotional responses neglects the cognitive processes involved. Limiting comprehension to only the text presented ignores the vital influence of external context and background knowledge. Simplifying text into basic concepts can detract from the complexity and richness that comes from engaging with the material in a more nuanced way. Therefore, the correct answer highlights the essential interactive and constructive nature of reading comprehension.