Module 5: Reading Comprehension

Session 1: The Simple View of Reading and Reading Comprehension

• Presenter: David Kilpatrick
• Overview:
  • The series consists of 13 webinars focused on reading research, assessment, prevention, and overcoming reading difficulties.
  • Module 5 has two sessions focusing on reading comprehension.

Simple View of Reading

• Definitions and Key Concepts:

  • Reading comprehension is the product of word reading (decoding) and language comprehension.
  • Formula: R = D x LC
  • Problems can stem from word reading or language comprehension issues, or both.

• Types of Reading Problems:

  • Dyslexia: Poor word-level reading, may include compensators.
  • Hyperlexia: Good word reading but poor comprehension.
  • Combined Type: Issues with both word reading and language comprehension.

• Diagnosis and Assessment:

  • Important to distinguish whether comprehension issues are due to word reading or language comprehension.
  • Teachers can check if students comprehend when passages are read aloud to them.
  • Speech-language pathologists can help determine the root of comprehension issues.

• Language Components:

  • Semantic, grammatical, syntactic, phonological, and pragmatic elements.
  • Vocabulary and background knowledge are crucial for language comprehension.

Session 2: Skills Required for Language Comprehension and Reading Comprehension

• Critical Skills for Comprehension:

  • Vocabulary: Understanding word meanings.
  • Grammar and Syntax: Understanding word order and language rules.
  • Background Knowledge: Essential for understanding context.
  • Attention and Working Memory: Necessary for focus and tracking information.
  • Inferencing and Comprehension Monitoring: Understanding unstated information and self-checking comprehension.
  • Story Structure and Genre Understanding: Can be taught from a young age.
  • Visual Spatial Imagery: May contribute to comprehension but requires further study.

• Building a Situation Model:

  • Combines vocabulary, background knowledge, and inferencing for understanding texts.

• Challenges for English Learners:

  • Struggle with vocabulary and background knowledge.
  • Takes time to catch up with peers in language acquisition.
  • Working memory can be overloaded with new language elements.

• Recommended Resources:

  • "Understanding and Teaching Reading Comprehension" by experienced researchers.

• Conclusion:

  • Reading and language comprehension involve overlapping skills when word reading is proficient.
  • Support for English learners must be sustained over time.

Next Steps

• Upcoming Module: Module 6, focusing on assessment of children with reading difficulties.