journal article Open Access May 01, 2021

The Science of Reading Comprehension Instruction

The Reading Teacher Vol. 74 No. 6 pp. 663-672 · Wiley
View at Publisher Save 10.1002/trtr.1993
Abstract
AbstractDecades of research offer important understandings about the nature of comprehension and its development. Drawing on both classic and contemporary research, in this article, we identify some key understandings about reading comprehension processes and instruction, including these: Comprehension instruction should begin early, teaching word‐reading and bridging skills (including graphophonological semantic cognitive flexibility, morphological awareness, and reading fluency) supports reading comprehension development, reading comprehension is not automatic even when fluency is strong, teaching text structures and features fosters reading comprehension development, comprehension processes vary by what and why we are reading, comprehension strategy instruction improves comprehension, vocabulary and knowledge building support reading comprehension development, supporting engagement with text (volume reading, discussion and analysis of text, and writing) fosters comprehension development, and instructional practices that kindle reading motivation improve comprehension. We present a visual depiction of this model, emphasizing the layered nature of impactful comprehension instruction.
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96
Citations
59
References
Details
Published
May 01, 2021
Vol/Issue
74(6)
Pages
663-672
License
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Cite This Article
Nell K. Duke, Alessandra E. Ward, P. David Pearson (2021). The Science of Reading Comprehension Instruction. The Reading Teacher, 74(6), 663-672. https://doi.org/10.1002/trtr.1993
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