Reading is an interactive process between the reader, the text and the context in which the text is presented. The most important component here is the reader. The reader gives meaning to the text, not the other way around. The reader's prior knowledge determines what meaning he will derive from his interaction with the text. But here, the context plays a big role as well since it sets the purpose or instruction for reading. The purpose for reading should be built on what the reader already knows, and then relate it to something that he needs to find out in the text.

The Simple View of Reading states that Reading Comprehension is a product of Decoding and Linguistic Comprehension (R = D x LC). Therefore, when reading, we don't use just the top-down or bottom-up processing. We use both processes depending on our needs. Any available information is processed and used simultaneously to create meaning. LC is essentially dependent on how much the reader knows because that's where he will draw out meaning for the text he is decoding. Consequently, as one's knowledge base increases, LC, and later on reading comprehension increases too. That’s why developing a Genuine Love for Reading (GLR) among children is very crucial. Once you have readers who have the intrinsic motivation to read, your LC part is taken care of. Plus, they will have more opportunities to practice the D part. To ensure comprehension, reading should be relevant to the reader. There should be a big overlap between the reader’s prior knowledge (this also includes actions, feelings and ideals) and the text. Without strengthening linguistic comprehension, it just wouldn’t work. And according to the proponents of emergent literacy say that it’s best to start this as soon as the child is born.