The Science of Reading Comprehension Instruction

Nell K. Duke; Alessandra E. Ward; P. David Pearson

doi:10.1002/trtr.1993

journal article Open Access May 01, 2021

The Science of Reading Comprehension Instruction

Nell K. Duke Alessandra E. Ward P. David Pearson

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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Details

Published: May 01, 2021
Vol/Issue: 74(6)
Pages: 663-672
License: View

Authors

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

The Science of Reading Comprehension Instruction

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