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Pedagogical Linguistics
Vol. 4:1 (2023) ► pp.1–25

Children’s text comprehension

From theory & research to support & intervention

ORCID logo | University of Sussex
This paper first considers what is meant by good reading comprehension and makes a distinction between the product of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are considered.
Keywords: reading comprehension, specific reading comprehension problems, teaching reading comprehension
Article outline
  • 1.Introduction
    • 1.1The simple view of reading
  • 2.What constitutes good comprehension and how are skilled and less-skilled comprehenders selected?
  • 3.In what ways do skilled and less-skilled comprehenders differ?
    • 3.1Inference and integration
    • 3.2Vocabulary and word meanings
    • 3.3Monitoring comprehension
    • 3.4Understanding of text structure
  • 4.Pedagogical applications: Implications for teaching reading comprehension
  • 5.Teaching reading comprehension
    • 5.1Teaching vocabulary
      • 5.1.1Teaching specific words
      • 5.1.2Teaching children to acquire new vocabulary
    • 5.2Teaching inference making
      • 5.2.1What about knowledge and vocabulary in inference making?
    • 5.3Teaching comprehension monitoring
    • 5.4Teaching awareness and use of text structure
  • 6.Strategies working together
  • 7.Moving to independence
  • Note
  • References
Published online: 14 September 2021
DOI logo
https://doi.org/10.1075/pl.21015.oak
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