Reading models that precede that of Norman Unrau (2004) explain only the cognitive processes of reading. They did not include the affective and social aspects of the reading process. In Unrau’s model, meaning-making is a result of the simultaneous interaction within and among the factors influencing three major components -- the reader, the teacher, and the text. The teacher’s and the reader’s construction of meaning largely draw from their prior knowledge and beliefs which consist of affective and cognitive conditions. At the same time, meaning-construction is also influenced by the learning environment which include text and classroom context.