3, 2, 1 Science of Reading and Comprehension PM by https://padlet.com/rford52/ifi2ddjo1hlgx8he Made with a dash of wit en-us 2022-05-20 16:06:44 UTC 2025-12-02 10:00:22 UTC hello@padlet.com Article 3 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198120715 "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."]]> 2022-05-24 18:03:20 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198120715 Knowledge predicts reading ability even in models in which the original SVR components of decoding and listening comprehension https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198120992 2022-05-24 18:03:33 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198120992 Room 17 - Article 1 dgemmell https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198121721  * 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 ]]> 2022-05-24 18:04:11 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198121721 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 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198121920 2022-05-24 18:04:21 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198121920 Room 17 - Article 1 dgemmell https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198122692 * reading tests are actually knowledge tests in disguise 
* comprehension cannot be reduced to a single notion because it is not a single ability. ]]> 2022-05-24 18:04:57 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198122692 Room 17 - Article 1 dgemmell https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198122812 Is the new reading curriculum going to address comprehension in this way (blending the purpose with strategies and skills)? ]]> 2022-05-24 18:05:04 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198122812 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 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198124213 2022-05-24 18:06:11 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198124213 Rm 17 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198126868 " 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 "]]> 2022-05-24 18:08:18 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198126868 Golden from article 2 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198127826 "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."]]> 2022-05-24 18:09:02 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198127826 Article 1 Room 17 jdunnhaines https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198128653 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.]]> 2022-05-24 18:09:43 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198128653 Teaching with fidelity? https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198130329 The "science" behind the teaching of comprehension is so gray (according to article 2), how can we hold teachers to teaching with fidelity?]]> 2022-05-24 18:11:01 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198130329 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198130426 How will the new curriculum support explicit comprehension strategy instruction?]]> 2022-05-24 18:11:07 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198130426 Room 20- Article 3 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198132130 Fostering reading comp development across a wide range of readers requires a multifaceted approach.]]> 2022-05-24 18:12:32 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198132130 Room 22 Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198133816 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.

]]> 2022-05-24 18:13:52 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198133816 Room 6- Article 3 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198134664 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."
]]> 2022-05-24 18:14:30 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198134664 Room 14 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198135206 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. ]]> 2022-05-24 18:14:55 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198135206 Room 22 Article 2 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198137434 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.

]]> 2022-05-24 18:16:24 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198137434 Fluent reading does not equal comprehension https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198137637 2022-05-24 18:16:34 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198137637 Article 2: https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138262 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?]]> 2022-05-24 18:17:03 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138262 Room 20-Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138300 The relationship between knowledge and reading comprehension is reciprocal in nature.]]> 2022-05-24 18:17:05 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138300 Room 22 Article 2 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138719 There are ways to preserve the baby while throwing out the harmful bathwater. What is the way???? It ended that way!

]]> 2022-05-24 18:17:21 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138719 Article 2 (rm. 3) https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138785  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)]]> 2022-05-24 18:17:25 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198138785 Article 2: https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198139360 "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. "]]> 2022-05-24 18:17:53 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198139360 article 2 (rm 3) https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198140349  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. ]]> 2022-05-24 18:18:37 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198140349 Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198140910  Comprehension cannot be reduced to a single notion because it is not a single ability ]]> 2022-05-24 18:19:03 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198140910 Golden Lines - Room 9 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198141210 "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."]]> 2022-05-24 18:19:11 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198141210 Room 6 Article 3 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198141258 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]]> 2022-05-24 18:19:13 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198141258 Room 12, Article https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198141544 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.]]> 2022-05-24 18:19:26 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198141544 Room 8 hmeushaw https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198143056  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

]]> 2022-05-24 18:20:32 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198143056 Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198143181 Reading comprehension as a combination of factors within three different categories: the reader, the text, and the activity of reading. ]]> 2022-05-24 18:20:36 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198143181 Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198144909 (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."]]> 2022-05-24 18:21:54 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198144909 Room 18- Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198144969 -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

]]> 2022-05-24 18:21:57 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198144969 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198145823 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.


]]> 2022-05-24 18:22:35 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198145823 Article 1 Rm 11 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198146680 2022-05-24 18:23:18 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198146680 Room 20-Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198147109 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.]]> 2022-05-24 18:23:37 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198147109 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? https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198147222 2022-05-24 18:23:43 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198147222 Room 18- Article 1 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198147296 What are the best scientifically researched strategies for building background knowledge?]]> 2022-05-24 18:23:46 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198147296 Article 2 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198148415 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.

]]> 2022-05-24 18:24:37 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198148415 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198149349 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?]]> 2022-05-24 18:25:19 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198149349 Room 22 Article 4 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198149949 " 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 ]]> 2022-05-24 18:25:48 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198149949 Article 4 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198151716 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”




]]> 2022-05-24 18:27:14 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198151716 Room 22 https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198151939 How do we get the experiences for our students to help build background?]]> 2022-05-24 18:27:21 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198151939 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. https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198154079 2022-05-24 18:29:04 UTC https://padlet.com/rford52/ifi2ddjo1hlgx8he/wish/2198154079