This textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children’s word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.
Chapter 7: Teaching reading comprehension
Teaching reading comprehension
Having read Chapter 6, you will be fully aware that teaching children to understand what they are reading is a complex task requiring sophisticated knowledge and skill on the part of the teacher. In this chapter, you will learn about the kinds of teaching that have been shown to be helpful in developing reading comprehension: ways of improving children’s vocabulary, and of teaching comprehension strategies such as monitoring comprehension, making and using graphic organizers, and summarization. This is set in the wider context of reading as the active construction of a mental model of the discourse.
Teaching children to understand what they read requires a considerable degree of multitasking, both in preparation and execution. In the past – for example, ...