Affiliation:
1. Florida State University, Tallahassee
2. University of North Carolina–Greensboro
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.
Publisher
American Speech Language Hearing Association
Subject
Speech and Hearing,Linguistics and Language,Language and Linguistics
Cited by
41 articles.
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