The aim of this paper is two-fold. The first aim is to review the core representational and processing aspects of influential accounts of single-document and multiple-document comprehension with a particular emphasis on how readers negotiate conflicting information during reading. This review provides the groundwork for the second aim--to expand our current account of knowledge revision during reading of "single documents" to "multiple documents". The product of this expansion is an initial conceptualization of the Knowledge Revision Components Framework--Multiple Documents (KReC-MD). This initial conceptualization presents the theoretical foundation necessary for future empirical work and further refinement. [This is the online version of an article published in "Educational Psychology Review."]