Supporting Reading Comprehension Development

By Jane Oakhill & Kate Cain Last updated 2024/05/27
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In this International Dyslexia Association Perspectives article, authors Jane Oakhill and Kate Cain explore the factors supporting reading comprehension beyond basic decoding and suggest critical skills that should form the core of literacy instruction and interventions to support poor reading comprehension. The article outlines which skills are critical, such as teaching specific vocabulary words, how to acquire new words, ensuring sentence-level understanding, supporting inferencing skills, monitoring for comprehension, and understanding text structure, and provides specific examples of how to do this in the classroom setting.

Curriculum Connection

B2. Language Foundations for Reading and Writing B3. Language Conventions for Reading and Writing C1. Knowledge about Texts C2. Comprehension Strategies
This article supports the teaching of reading comprehension skills by providing an overview of which skills are critical to include in instruction and intervention and providing examples for the classroom context. 
Grade(s): K 1 2 3 4 5 6 7 8 9
Topic(s): ComprehensionGrammarOral LanguageSyntax and Sentence StructureVocabulary

1 Comment

  1. These are great articles that we can keep coming back to. I appreciate thinking deeper about how to support poor comprehenders. We really need to work to make them active readers who are aware not just of the reading content, but the text as well. In addition, teachers must help students to monitor their own comprehension.

    Some further wonderings I have include the concept of inferencing and how in the new curriculum it is under critical thinking, and not the comprehension expectation. I think about how differences in background knowledge and how this impacts one’s ability to engage in inferencing for deeper comprehension.

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