Understanding the Nature of Reading Comprehension

Phenomenology refers to the explanation of an individual’s or multiple individuals’ consciousness and experiences regarding a particular phenomenon. Reading comprehension, at its core, is a highly complex human activity involving the interaction of numerous factors. From a phenomenological perspective, comprehension can be understood through diverse interpretations, shaped by specific experiences and perspectives. This study conceptualizes comprehension as a multifaceted “P”henomenon, categorized into four dimensions: cognitive, personal, environmental, and sociocultural “p”henomenon. Cognitive phenomenon focuses on coherence-building processes, where readers actively construct meaning through multilayered text processing. Personal phenomenon highlights individual differences, including readers’ cognitive, affective, and epistemological factors, which influence how readers engage with and interpret texts. Environmental phenomenon emphasizes the impact of changing reading environments, such as multiple-text reading and digital literacy. The advent of generative AI further expands the meaning of comprehension, necessitating a reconceptualization of reading processes. Sociocultural phenomenon focuses on how the contexts, such as disciplinary literacy, cultural background, and linguistic diversity, shape comprehension. By synthesizing these four dimensions, this study provides a systematic framework for understanding the essence of reading comprehension. It aims to refine the concept of comprehension and propose directions for future research and education.