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Related Experiment Videos

Beyond Comprehension Strategy Instruction: What's Next?

Amy M Elleman1, Donald L Compton2

  • 1Middle Tennessee State University, Murfreesboro.

Language, Speech, and Hearing Services in Schools
|April 11, 2017
PubMed
Summary

Reading comprehension is complex, not a single skill. Effective instruction must integrate knowledge building with current strategies for improved reading outcomes.

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Area of Science:

  • Education
  • Cognitive Psychology
  • Literacy Studies

Background:

  • Reading comprehension is a multifaceted cognitive process.
  • Current instructional practices often oversimplify the complexity of reading comprehension.
  • The role of background knowledge in reading is critically important but often undervalued.

Purpose of the Study:

  • To respond to arguments questioning reading comprehension as a singular ability.
  • To highlight the crucial role of knowledge acquisition in reading comprehension.
  • To propose future research and instructional practices for enhancing reading comprehension.

Main Methods:

  • Review of strategy instruction's impact on reading.
  • Analysis of the significance of knowledge in reading comprehension.

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  • Exploration of novel approaches for reading comprehension instruction.

    • Main Results:

    • Agreement with the view that reading comprehension is a complex construct.
    • Identification of knowledge building as a vital, yet underemphasized, component of reading instruction.
    • Outlined potential research and practice avenues, including generative language instruction and dialogic knowledge building.

    Conclusions:

    • Reading comprehension is a complex ability requiring sophisticated instructional methods.
    • Instructional approaches must evolve to incorporate robust knowledge-building strategies.
    • Expanding instructional methods to support knowledge acquisition is essential for long-term reading growth.