Reading Comprehension Research from an Intersectional Lens

This chapter critically examines the reading comprehension knowledge base through an intersectional lens, emphasizing the influence of race, language, and disability on students’ literacy experiences. It critiques dominant research paradigms that often overlook the cultural and linguistic assets of diverse learners and calls for a shift toward more equitable and inclusive approaches. Drawing on culturally responsive and sustaining pedagogies, the chapter introduces a Culturally Informed Model for Reading Comprehension (CIMRC), which integrates cognitive, linguistic, and cultural dimensions of reading. This model reframes comprehension as a meaning-making process shaped by students’ identities, community knowledge, and sociocultural contexts. The chapter advocates for instructional practices that include translanguaging, culturally relevant texts, and differentiated support, while urging researchers to disaggregate data and design interventions aligned with students’ lived realities. Implications for research, practice, and policy are explored, advancing a more inclusive vision of reading that supports equity, engagement, and deeper comprehension for all learners.