Main Article Content
The ultimate goal of reading is comprehension. In reading research, it is generally accepted that during learning to read the factors affecting comprehension are not limited to phonological segmentation and word decoding, but also include cognitive factors and elements of spoken language that develop in parallel with written language skills. Therefore, in describing the development of reading, in addition to phonological segmentation and word decoding closely related to written language, spoken language skills on which reading is based, like the use of vocabulary and sentence structures, inference making, integration and monitoring comprehension, should also be considered. In this paper we review results of research examining the linguistic and cognitive factors behind reading comprehension. Although most studies involve adults and non-textbook texts, our review is guided by the goal of mapping out the factors influencing school-age comprehension of textbook materials, and in the summary, we outline possible future directions of research in Hungarian textbook comprehension.