请高手帮忙翻译一下这几段文字，万分感谢！

The data demonstrate that there is a change across the grades in how the children use their background knowledge to make meaning from the text. We need to understand what this means about reading and language learning. One theory that provides us with a framework for understanding reading comprehension is the Constructivist theory as described by Kintsch and Van Dijk (1978) as a model of discourse comprehension. Although the theory has gone through a number of permutations, there are several assumptions in constructivism that help us to interpret the data. First, the theory assumes that meaning or knowledge is constructed in the mind of the reader, and this construction is an active process. We would add that the conscious use of the strategies of Elaboration, Inferencing, and Prediction we observed in the children is part of that active process. The theory also assumes that the reader generally forms a representation in his or her mind of the meaning of the text that is partly based on information in the text and partly on the reader✀s background information. Kintsch calls this the "situational model." The reader seeks coherence in his/her situational models; that is, the models need to make sense. Situational models are made up of two kinds of structures in our minds: macrostructures and microstructures (more general ideas about the text vs. details). You can think of the situational model as if it were a house, the macrostructures would be the foundation and the microstructures would be the bricks or boards. The data, interpreted within the framework of the constructivist model of reading comprehension, suggest that the youngest children focus more on the microstructures of a story, that is, more on the details than on the overall structure or plot. They relate their background knowledge to information in the story, but they (at least the less effective learners) tend to use logical inferences less than older children to build a situational model that goes beyond the information given. The older children (and more effective younger children) use elaborations, but they also build models in their minds that go beyond the specific information in the text, using logical inferences based on their background knowledge. This allows them to build larger, more complex mental models of the meaning of the text. The older children also use the specific inferencing strategy of Prediction. On the basis of their mental representation of the meaning of the text, and on the basis of their background knowledge, they make inferences about what will happen in the "future" in the text. In order to do this, it is necessary to have a good, coherent grasp of the macrostructures that determine the shape of the current situational model. Younger children may not develop macrostructures that can support predictions.请不要用机器翻译。