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The constructivist theory of reading emphasizes that meaning is actively constructed by readers as they engage with text. Readers bring prior knowledge, experiences, and cultural backgrounds to interpret and make sense of what they read. This theory contrasts with behaviorist approaches, which view reading as a sequence of conditioned responses, and transmission models, which treat comprehension as a passive transfer of information. Constructivist perspectives align with schema theory, which explains how readers activate and build mental frameworks to assimilate new knowledge. On the FTCE Reading K–12 exam, candidates should recognize how constructivist principles inform instructional practices such as activating background knowledge, encouraging questioning, and promoting collaborative meaning-making. Teachers who adopt constructivist approaches foster higher-order thinking and engage students in deeper comprehension processes by treating reading as an active, dynamic, and meaning-centered activity.