reading comprehension and many different theoretical models have been proposed in

recent decades (McNamara & Magliano, 2017; Perfetti & Stafura,2018). These models
range from broad theoretical models depicting the relationships and interactions among
comprehension subcomponents to models of specific comprehension processes. We
review different frameworks and models that have significantly impacted theory
development, reading comprehension research, and instruction. As students get older,
inference-making plays a stronger direct role in comprehension than vocabulary
(Cromley et al., 2010, replicated by Ahmed et al., 2016). Across studies, vocabulary,
inference-making, and background knowledge all influence, both directly and indirectly,
reading comprehension from adolescent to young adult readers.