Commentary on "Reading Comprehension Is Not a Single Ability": Implications for Child Language Intervention.

Commentary on "Reading Comprehension Is Not a Single Ability": Implications for Child Language Intervention.

Lang Speech Hear Serv Sch. 2017 Apr 09;:1-6

Authors: Ukrainetz TA

Abstract
Purpose: This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity.
Method: Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension.
Conclusion: Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.

PMID: 28395304 [PubMed - as supplied by publisher]

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