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Part of
Reading Comprehension in Educational Settings
Edited by José A. León and Inmaculada Escudero
[Studies in Written Language and Literacy 16] 2017
► pp. 101–124

Chapter 4
Reading comprehension in the early years

Making the case for oral language

| University of Minnesota
| University of Minnesota
| University of Minnesota
The relation between comprehension and reading comprehension is strong at all ages and levels of proficiency. Even though there are reciprocal influences on one another, comprehension remains a strong predictor for reading comprehension performance across development. In this chapter, we will review current research advances on comprehension development, with an emphasis in the early years, specifically from preschool to early elementary school. We view comprehension as a multidimensional construct that includes broader oral language skills. This view has implications for the early diagnosis of comprehension difficulties, assessment of comprehension, and instruction of comprehension skills in the early years.
Article outline
  • The simple view of reading
  • Oral language skills
  • Oral language skills and reading comprehension
  • Instructional practices that enhance oral language skills
  • Multi-tiered systems of support and oral language skills
  • Important questions and future directions
  • Final note: Oral language instruction and the achievement gap
  • Note
  • References
Published online: 19 October 2017
DOI logo
https://doi.org/10.1075/swll.16.04van
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