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Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 85–101

Developing reading comprehension interventions

Perspectives from theory and practice

 | Leiden University, The Netherlands | University of Minnesota, USA
 | Leiden University, The Netherlands | University of Minnesota, USA
 | University of Minnesota, USA
 | Leiden University, The Netherlands
In this chapter, we describe how research and knowledge from cognitive and educational sciences can be combined to address the question of how to improve comprehension in struggling readers. First, we provide an overview of cognitive processes in reading comprehension. Second, we describe a program of research in which we combined information from cognitive and educational sciences to develop a reading comprehension intervention, and present the results of a series of studies designed to examine the effects of the intervention on comprehension of struggling readers. Third, we discuss several thematic questions that emerged from our research. Throughout the chapter we discuss implications for theory, practice, and future research.
Keywords: reading comprehension, inferences, causal questioning, text representation, reading intervention, reading assessment
Article outline
  • 1.Introduction
  • 2.A cognitive view of reading comprehension and development
  • 3.Developing a reading comprehension intervention
  • 4.Issues in reading comprehension research and practice
    • 4.1To what extent is comprehension of text unique?
    • 4.2Assessing reading comprehension
    • 4.3How difficult is it to improve reading comprehension?
  • 5.Conclusion
  • Acknowledgments
  • References
Published online: 21 December 2017
DOI logo
https://doi.org/10.1075/z.206.06van
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