Prologue: Reading Comprehension Is Not a Single Ability

Autor/inn/en	Catts, Hugh W.; Kamhi, Alan G.
Titel	Prologue: Reading Comprehension Is Not a Single Ability
Quelle	In: Language, Speech, and Hearing Services in Schools, 48 (2017) 2, S.73-76 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-16-0033
Schlagwörter	Reading Comprehension; Reading Ability; Reading Achievement; Reading Strategies; Reading Instruction; Program Effectiveness; Reader Text Relationship + Suchen Sie Ihr Suchwort? Leseverstehen; Reading competence; Lesekompetenz; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht
Abstract	Purpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered. Conclusion: Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01