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"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."

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Knowledge predicts reading ability even in models in which the original SVR components of decoding and listening comprehension

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Knowledge predicts reading ability even in models in which the original SVR components of decoding and listening comprehension

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* Background knowledge also allows us to make inferences and fill in information that is not explicitly provided

*  building background knowledge that is both deep and broad is needed to lay the foundation for comprehension and for further knowledge acquisition. However, students also need high-quality reading instruction involving decoding, fluency, vocabulary, and comprehension strategies in order to best use their knowledge in different reading contexts and for different purposes.

*reading comprehension was multidimensional, but it had been common practice in education and research for some time to study, assess, and provide instruction as if comprehension were a skill

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executive function (EF) network Executive Function supports coordination of and connections between processes, such as phonological and semantic processes, playing a sort of behind-the-scenes role in reading

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executive function (EF) network Executive Function supports coordination of and connections between processes, such as phonological and semantic processes, playing a sort of behind-the-scenes role in reading

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* reading tests are actually knowledge tests in disguise
* comprehension cannot be reduced to a single notion because it is not a single ability.

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Is the new reading curriculum going to address comprehension in this way (blending the purpose with strategies and skills)?

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EF is so important to reading that there is reason to believe that for some students, limited EF skills are the primary cause of reading difficulty

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EF is so important to reading that there is reason to believe that for some students, limited EF skills are the primary cause of reading difficulty

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" reading comprehension was multidimensional, but it had been common practice in education and research for some time to study, assess, and provide instruction as if comprehension were a skill "

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"If you don't have enough knowledge and vocabulary related to the topic to make at least some sense of the text, neither kind of technique will help you."

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Reading comprehension is one of the most complex activities that we engage in on a regular basis, and our ability to comprehend is dependent upon a wide range of knowledge and skills.

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The "science" behind the teaching of comprehension is so gray (according to article 2), how can we hold teachers to teaching with fidelity?

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How will the new curriculum support explicit comprehension strategy instruction?

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Fostering reading comp development across a wide range of readers requires a multifaceted approach.

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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 sounding out words.

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: meta cognitive strategies, techniques that help readers think about whether they’re understanding what they’re reading.

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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1- "This differentiated and layered approach to reading comprehension instruction is the most scientifically advisable way forward."

2- "We can advocate for particular research-supported instructional practices without denigrating other research-supported instructional practices."

3- "Research has supported a simultaneous, rather than sequential, model of reading instruction."

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Article 4:  Scientific research on reading has found that active self-regulation, including but not limited to EF skills, motivation and engagement, and strategy use, impact reading and can be impacted by instruction.

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There’s also evidence that strategy instruction may interfere with
comprehension.

Some reading experts, like Dr. Timothy Shanahan, argue there’s a
clear distinction between skills and strategies—but in fact, there are also confusing similarities.

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Fluent reading does not equal comprehension

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Fluent reading does not equal comprehension

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3: "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."
"strategy instruction may interfere with comprehension"
"metacognitive strategies, techniques that help readers think about whether they're understanding what they're reading."
2: Reading comprehension is difficult to measure and many reasons why, whereas, it is much easier to pinpoint in phonics instruction.
Teaching strategies and skills can be part of the problem. Students also need enough knowledge and vocabulary to understand what they are reading.
1: What is more beneficial when improving students' comprehension?

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The relationship between knowledge and reading comprehension is reciprocal in nature.

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There are ways to preserve the baby while throwing out the harmful bathwater. What is the way???? It ended that way!

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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. (skill or strategy)

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"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. Many studies of these strategies, generally lasting no more than six weeks, have shown positive effects."

"There’s also evidence that strategy instruction may interfere with comprehension..."

"One 2009 study compared strategy-focused instruction with lessons centered on the content of what kids were reading. In the content focused classroom, teachers asked open-ended questions like “How does all this connect with what we read earlier?” Not only did that lead to richer discussion, it also boosted students’ comprehension and retention of information compared to the kids in the strategy focused classroom. "

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With the best of intentions, educators and some reading experts have looked at research that is fine as far as it goes but have drawn conclusions it doesn’t support—and that have led to devastating consequences for many children.

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Comprehension cannot be reduced to a single notion because it is not a single ability

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"If you don't have enough knowledge and vocabulary relating to a topic to make at least some sense of the text, neither (strateigies or skills) will help you."

"To begin with, knowledge provides a framework for organizing incoming information and guides us as we read through a text."

"Readers who are rarely provided with opportunities to read texts that reflect their cultural background will experience the reading process differently than those with the privilege's of a frequent match of their cultural background and the knowledge assumed by an author/ text."

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1- GSF is the ability to simultaneously attend to, and flexibly switch between, the letters and sounds in words (graphophonological) and the meanings of words (semantic). Research has found a relation between readers’ GSF and their reading comprehension.
2-  Recent neuroimaging research also has found differences in brain activity depending on text genre, so it is important to account for text structure in comprehension instruction

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1. Reading comprehension is multidimensional, not just teaching a skill. It is one of the most complex activities we engage in on a regular basis.
2. Background knowledge is one of the main factors that influence reading comprehension.
3. Based on the RAND Reading Study Group, reading comprehension is a combination of factors within three different categories: the reader, the text, and the activity of reading.

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Article 1: comprehension cannot be reduced to a single notion because it is not a single ability.
Article 2: there are better ways to preserve the baby while throwing out the horrible bath water

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Reading comprehension as a combination of factors within three different categories: the reader, the text, and the activity of reading.

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(page 2) "...reading comprehension is not a skill someone learns and can then apply in different reading contexts. It is one of the most complex activities that we engage in on a regular basis..."

(page 4) "comprehension cannot be reduced to a single notion because it is not a single activity."

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-Reading isn't a skill, but a complex process dependent upon a wide range of knowledge and skills

-Comprehension should not be given equal weight as the other pillars of reading

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Room 18- Article 1

1-If we teach someone to swim, they can soon transfer that skill to any body of water, whether it be a pool, lake, or ocean. But reading comprehension is not a skill someone learns and can then apply in different reading contexts. It is one of the most complex activities that we engage in on a regular basis, and our ability to comprehend is dependent upon a wide range of knowledge and skills.

2-  How have we come to think of comprehension as a skill? I believe a major reason this has occurred is because we have talked and written about comprehension in the context of related skill-like abilities. Discussions about reading often include the topics of phonics, fluency, and related skills, such as phonemic awareness, together with comprehension

3-  Background knowledge also allows us to make inferences and fill in information that is not explicitly provided. Authors rarely tell us all we need to know in order to understand a text, so we need to fill in some of the details with our background knowledge. Knowledge also enables us to more easily recognize which of the multiple meanings of a word is appropriate for the context.

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Students build knowledge at the same time they are learning reading related skills. These should be content rich curriculum integrated in a logical sequence. Not reading about 1 topic 1 day and a new topic the next.

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According to article 1, building background knowledge is essential to teaching reading comprehension. What will this look like on observations and classroom visits is this takes longer than 5 minutes; which is what most administrators are looking for now? 

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According to article 1, building background knowledge is essential to teaching reading comprehension. What will this look like on observations and classroom visits is this takes longer than 5 minutes; which is what most administrators are looking for now? 

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What are the best scientifically researched strategies for building background knowledge?

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1950- basal readers/anthologies focus on reading skills like "find the main idea". 1970's- began focusing on strategies like "summarize the text". 1980's- rejected basal texts and created their own curriculum- whole language. 2009- content focused instruction and routines to build comprehension..
Golden line- Why does stretegy instruction help boost comprehension? Because kids don't realize that reading isn't just about decoding- they must aquire background knowledge.

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Without background knowledge, you cannot make sense of what you are reading. How will the ELA office and this new curriculum pair with families to engage them as equal partners and engage them in helping build background knowledge?

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" Unpacking the range of contributors to reading may be especially important when it draws attention to a construct that may otherwise be missed in identifying causes of reading difficulty or targets for instruction. One such construct is cultural and other content knowledge

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Erin Hays (can't remember my room number)
Golden Line 1
“This in turn opens the door for considering how and why race, religious background, socioeconomic status, and other factors impact the reading process—why social justice concerns are relevant, even in understanding the process of reading. For example, readers who are rarely provided with opportunities to read texts that reflect their cultural background will experience the reading process differently than those with the privilege of a frequent match of their cultural background and the knowledge assumed by an author/text.”

Golden Line 2
“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 to reading not only within word recognition and language comprehension, as in the SVR, but also across them. Attention to these bridging factors may be necessary for word recognition and language comprehension interventions to be sufficiently effective for developing readers; thus, there is a need to draw educators’ attention to those factors and their influence on both constructs.”

Golden Line #3-
“A large and growing body of research has demonstrated that skilled readers are highly active, strategic, and engaged, deploying executive skills to manage the reading process”

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How do we get the experiences for our students to help build background?

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We discussed the analogy of reading skills being very UNLIKE the skill of swimming that can transfer from a pool to a lake. Reading strategies do not develop in such a linear way that they transfer from one text to another.

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We discussed the analogy of reading skills being very UNLIKE the skill of swimming that can transfer from a pool to a lake. Reading strategies do not develop in such a linear way that they transfer from one text to another.