This style of reading emphasizes broad reading across a literature, focused on synthesis rather than analysis. Rather than merely trying to “come to terms” with the author—that is, to deeply understand their conceptual framework—the reader tries to “bring the author to terms”—that is, to recontextualize the author’s work relative to the reader’s own theories and developing ideas.
One common context for this style of reading is in academic literature review.
See also Syntopicon.
Adler, M., & van Doren, C. (1972). How to Read a Book. Simon & Schuster, Inc.