ERIC Number: EJ1142327
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Prologue: Reading Comprehension Is Not a Single Ability
Catts, Hugh W.; Kamhi, Alan G.
Language, Speech, and Hearing Services in Schools, v48 n2 p73-76 Apr 2017
Purpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered. Conclusion: Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.
Descriptors: Reading Comprehension, Reading Ability, Reading Achievement, Reading Strategies, Reading Instruction, Program Effectiveness, Reader Text Relationship
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
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