ERIC Number: EJ838189
Record Type: Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: 0
The Narrow View of Reading Promotes a Broad View of Comprehension
Catts, Hugh W.
Language, Speech, and Hearing Services in Schools, v40 n2 p178-183 Apr 2009
Purpose: This article is a response to A. G. Kamhi's proposal of the narrow view of reading. Method: A descriptive approach is used to review research concerning the cognitive basis of reading comprehension. Educational implications for instruction and assessment are considered. The role of the speech-language pathologist (SLP) in intervention related to reading comprehension is also addressed. Conclusion: Although the narrow view of reading seems restrictive, it actually leads to a broad view of comprehension. The latter view, which is consistent with current research, proposes that comprehension is an active process in which readers use background knowledge and a range of cognitive processes to construct a coherent representation of text. This view challenges some current approaches to assessment and instruction of reading comprehension. It does not, however, diminish the role that SLPs can play in intervention related to reading comprehension.
Descriptors: Reading Comprehension, Intervention, Speech Language Pathology, Cognitive Processes, Teaching Methods, Reading Processes, Reading, Reading Instruction, Allied Health Personnel, School Health Services, Educational Assessment
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: email@example.com; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A