ERIC Number: EJ1142323
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Epilogue: Reading Comprehension Is Not a Single Ability--Implications for Assessment and Instruction
Kamhi, Alan G.; Catts, Hugh W.
Language, Speech, and Hearing Services in Schools, v48 n2 p104-107 Apr 2017
Purpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. Conclusions: We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.
Descriptors: Reading Comprehension, Reading Instruction, Reading Tests, Standardized Tests, Performance Based Assessment, Reading Strategies
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Publication Type: Journal Articles; Reports - Evaluative
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