In psychological research, the comprehension of linguistic information and the knowledge-based assessment of its validity are often regarded as two separate stages of information processing. Recent findings in psycholinguistics and text comprehension research call this two-stage model into question. In particular, validation can affect comprehension outcomes, and the comprehension process involves a routine and early validation of the communicated information. These findings suggest that the comprehension and validation of information are more closely interwoven than traditionally assumed. Relationships of validation with integration and prediction and the broader implications of the concept for text comprehension research are discussed.