McCormick's Three Reading Approaches

McCormick states there are three reading approaches/theories today:

1) Cognitive, or objective: this is an information-processing model which posits that readers actively draw on their prior knowledge in processing texts. Therefore, it is important to teach quantifiable skills to students that they can draw upon when they read, such as phonics.
Schema theory developed from the cognitive theory, and reflects the prior knowledge that reader's bring to the reading process. The background knowledge influences how readings are thus interpreted. Instructors can introduce schema to their students prior to giving them a reading, so that the students will have the prior knowledge necessary to understand the text. Schema can and is a product of one's socio-cultural background, but that schema is there to provide an objective, "correct" reading and understand of a particular text.

2) Expressivist model: this model focuses on the reader's life experiences in influencing the reading and comprehension process. This is a subjective view of reading, that readers create their own personal or subjective meanings from the texts they read. Cultural context, such as in cognitive theory, is important, but expressivism encourages students to develop their own individual and authentic responses to texts. In this way, there is no "one" correct, objective interpretation, as in the cognitive theory. We should not force students to have to learn phonics and other rules, but should realize that reading is a continual, active process that bears "an organic connection" to the rest of the reader's life. McCormick finds this approach too "wishy-washy" in that there is no concrete way of evaluating whether the reader understands, since the interpretation of the reading is left up to the reader.

3) Socio-cultural: this model focuses on the cultural context in which reading occurs. The reader becomes an active, critical reader of a text, and has to be able to place the reading within social contact and writing practices of a culture, "to be able to analyse those conditions and practices, and to possess the critical and political awareness to take action within and against them". The focus then becomes being able to "read the world" and reading about their own culture, so that they can understand the social, cultural, political, and historical contexts and to be able to critically question their reading. This view sees reading as a revolutionary process whereby students can transform their lives and society's based on their interactions with the reading, especially in terms of railing against injustices in the world.

Questions: Which of the models is considered best practice today? I've seen people at my campus utilize the three models in an integrated way, or depending on the instructor, give one model emphasis over the others. I wonder if there is a way to incorporate all three into a curriculum or even an assignment, it seems like that is a possibility. I'm looking forward to playing with practical applications of these theories.