Future Directions for Theories and Methodologies of Individual Differences in Reading

Reading is increasingly recognized not as a static skill but as a complex, strategic process shaped by the unique profile of the learner. This chapter explores the critical role of individual differences (IDs) in second language (L2) reading, moving beyond the reductionist “average learner” abstraction. Conceptualizing reading as a complex dynamic system, the contributions investigate how linguistic aptitude, cognitive resources (such as working memory and executive function), affective states, and sociocultural contexts converge to determine literacy outcomes. This chapter integrates diverse methodological innovations, ranging from longitudinal growth-curve modeling and agent-based AI simulations to conversation analysis and ecological systems theory, to map the dynamic interplay between the reader’s mind and their environment. By bridging micro-level cognitive processes with macro-level social realities, this chapter concludes with a comprehensive theoretical model of IDs. Ultimately, this chapter advocates for methodological pluralism, providing a robust roadmap for understanding L2 reading as a biologically grounded yet socially situated phenomenon.