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Room 11: The relation between word-reading instruction and reading comprehension instruction is more synergistic than competitive.

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Room 11: The relation between word-reading instruction and reading comprehension instruction is more synergistic than competitive.

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1. Rethinking: “...knowledge is the most critical component of critical thinking.”
2. Science of Reading: "fostering reading comprehension development across a wide range of readers requires a multifaceted approach" and "research has supported a simultaneous, rather than sequential, model of reading instruction."
3. How: "If we provide a student who knows nothing about baseball (or some other
topic) with a lot of information about it over the course of a few weeks, he’ll then do better on a standardized reading test covering other topics. It’s hard to see why that would happen."

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The Science of Reading Comprehension Instruction 

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The Science of Reading Comprehension Instruction 

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GSF-flex between letters and sounds in words AND meaning
Compreaction-comprehension + action...what the reader does w/the meaning constructed (Duke, 2020)

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Reading fluency—reading with accuracy, automaticity, and prosody—also serves as a bridge between decoding and reading comprehension.

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I wonder how this new curriculum we are getting in the fall will be different than what we've had for the last few years? Will it address the needs of our most diverse learners? And implement the science of "new" thinking that is being referenced in all of these articles.

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I wonder how this new curriculum we are getting in the fall will be different than what we've had for the last few years? Will it address the needs of our most diverse learners? And implement the science of "new" thinking that is being referenced in all of these articles.

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Reading comprehension is not automatic even when fluency is strong.
Comprehension-focused interventions can foster reading comprehension in students who have specific difficulty with reading comprehension.
Purposes of reading give students different ways to approach a text.

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1. There are some stud. who can decode and listen, but can't read, stud. who can do one but not the other and still read, and who can't do either, but yet still read!and understand text!
2. morphological awareness - for younger grades or perhaps for students who already have basic understandings: "Morphological awareness instruction is appropriate for younger and older children. In fact, one study of morphological awareness
instruction in preschool showed positive impacts on reading comprehension in grade 6 (Lyster,Lervåg, & Hulme, 2016)

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Room 11: That anecdote illustrates one thing skills and strategies have in common: if you don’t have enough knowledge and vocabulary relating to the topic to make at least some sense of the text, neither kind of technique will help you.

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Room 11: That anecdote illustrates one thing skills and strategies have in common: if you don’t have enough knowledge and vocabulary relating to the topic to make at least some sense of the text, neither kind of technique will help you.

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How much readers understand about the text's topic before they read is is a major factor in how much they understand while and after they read it.

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Article #2:1. But comprehension is a far more complex and gradual process involving factors that don't lend themselves easily to scientific measures. 2. There's one aspect of reading for which scientific data is indisputably helpful-or would be, if more people understood or accepted it: decoding or sound out words. 3. Those skills also appear to be what kids need to do well on standardized reading tests. That has led to an intense focus on them, especially where reading scores are low.

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Article #2:1. But comprehension is a far more complex and gradual process involving factors that don't lend themselves easily to scientific measures. 2. There's one aspect of reading for which scientific data is indisputably helpful-or would be, if more people understood or accepted it: decoding or sound out words. 3. Those skills also appear to be what kids need to do well on standardized reading tests. That has led to an intense focus on them, especially where reading scores are low.

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I wonder how some of these suggestions can be facilitated at a younger age? Does the potential new curriculum cover/address the points raised in these articles?

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Will the new curriculum provide instruction for comprehension monitoring to provide feedback to students as they interact with texts?

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"...fostering reading comprehension development across a wide-range of readers requires a multifaceted approach." Duke, Ward, and Pearson
"That doesn't mean we should dismiss the evidence on comprehension strategies-or even 'skills.' There are ways to preserve the baby while throwing out the harmful bathwater." Wexler
"As a field we can advocate for research supported instructional practices without denigrating other research supported practices."

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"We have evidence showing that if a poor reader knows a lot about baseball , he'll do better on a comp test than a good reader who doesn't know much about baseball when the topic is baseball. What we don't have evidence of is showing that if you provide a student who knows nothing about baseball with a lot of information about it over the course of a few weeks, he'll do better on a standardized reading test covering other topics."

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Take-Away #1: Fostering reading comprehension development across a wide range of readers requires a multifaceted approach.
Take-Away #2: The article detailed a variety of ways to improve comprehension to reveal what works best is a multi-faceted, layered approach.

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Article 2
"But comprehension is a far more complex and gradual process involving factors that don't lend themselves easily to scientific measures of effectiveness-with one exception: metacognitive strategies, techniques that help readers think about whether they're understanding what they're reading."

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How will MyView Literacy support explicit comprehension strategy instruction?

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Scientific studies do not continue long enough to show results for comprehension skills/strategies.

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Scientific studies do not continue long enough to show results for comprehension skills/strategies.

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Many factors are important when we are continuing to discuss comprehension, not just skills and strategies. Background knowledge is important as well as other factors.

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"Taken together, it is easy to see how any one individual may have multiple levels of comprehension ability depending upon what they are reading and why they are reading it. As a result, comprehension cannot be reduced to a single notion because it is not a single ability."

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Reading comprehension is a complex process that requires multiple levels of instruction and practice. Clearly building background knowledge that is both deep and broad is needed to lay the foundation for comprehension and for further knowledge acquisition.

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Why do we continue to decide one way or another when it takes all of these ideas/activities/skills/strategies/etc. together to make 'good  readers'? 

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Why do we continue to decide one way or another when it takes all of these ideas/activities/skills/strategies/etc. together to make 'good  readers'? 

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Is there a way to think about the layered level of text complexity to multiple reads. How does reading a text multiple times, affect comprehension?

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4. "The relationship between word-reading and reading comprehension instruction is more synergistic than competitive."

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"The existence of overlap between word recognition and language comprehension in the prediction of reading is consequential for practitioners because it suggests the need to consider contributors reading not only within word recognition and language comprehension, as in SVR, but also across them."

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The elementary school day is devoted largely to practicing skills and strategies on disconnected reading passages with little attention paid to building kids' knowledge or familiarity with writing conventions.

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The evolution of the teaching of reading practice has had historical interfaces between pedagogy and practice, influencing trends in teachers' opinions and perspectives of how to teach reading and what should be emphasized.

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The complexity of reading comprehension is reflected in the variance of research research and its subsequent implementation in the classroom.

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I'm wondering how myView will or will not incorporporated the research shared in the article.

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Context knowledge/ background is important to the reading process

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Context knowledge/ background is important to the reading process

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Race, religious background, socioeconomics statues can impact the reading process.