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The discussion contrasts intervention-linked gains with limited improvements on standardized comprehension measures and outlines a broader instructional view using the “Five Pillars” and related reading purposes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/rethinking-how-to-promote-reading-comprehension/591067/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/rethinking-how-to-promote-reading-comprehension/591067.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the article criticize treating comprehension as a single skill?","Question",{"text":63,"@type":64},"The article argues comprehension is multidimensional and depends on a wide range of knowledge and skills, so it cannot be fully captured as one measurable construct improved by short-term interventions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What do the intervention results suggest according to the article?",{"text":68,"@type":64},"Studies showed that students receiving comprehension interventions gained on assessments closely tied to those interventions, but they produced limited or no significant gains on standardized reading comprehension measures.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the “Five Pillars” of reading instruction mentioned in the article?",{"text":72,"@type":64},"The article lists COMPREHENSION, VOCABULARY, READING FLUENCY, PHONIC KNOWLEDGE, and PHONOLOGICAL AWARENESS as core reading components.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591067,1793114370,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","26 AMERICAN EDUCATOR | WINTER 2021–22  \nRethinking How to Promote Reading Comprehension  \nBY HUGH W. CATTS  \nIt is February 2015, and I am at a national conference listening was multidimensional, but it had been common practice in educa  \nto a panel present the results of their research on improving tion and research for some time to study, assess, and provide  \nreading comprehension. Several members of the panel, like instruction as if comprehension were a skill, rather like swimming. myself and a few others in the room, are funded by the Institute If we teach someone to swim, they can soon transfer that skill to any of Education Sciences as part of the Reading for Understanding body of water, whether it be a pool, lake, or ocean. But reading Initiative. This $120 million program supported six interconnected comprehension isnot a skill someone learns and can then apply in research teams in their efforts to improve reading achievement in different reading contexts. It is one of the most complex activities the United States.1 Educators and policymakers had for sometime that we engage in on a regular basis, and our ability to comprehend  \nbeen concerned about the performance of American children on is dependent upon a wide range of knowledge and skills. tests of reading achievement. Over the last 20 years, only about a  \nthird of students have scored atthe proficient level on the reading The Comprehension as Skill Myth  \nsubtest of the National Assessment of Educational Progress How have we come to think of comprehension as a skill? I believe (NAEP).2 This assessment is administered biennially to arepresen- a major reason this has occurred is because we have talked and tative sample of fourth-and eighth- written about comprehension in the  \ngrade students (and every four years context of related skill-like abilities.  \nto 12th-graders) from across the Discussions about reading often  \nnation. Somewhat better, though still include the topics of phonics, flu  \ntroubling, levels of performance have ency, and related skills, such aspho  \nalso been reported on state-based nemic awareness, together with  \nreading tests, administered annually comprehension. As an example, take  \nsfarrtiUngndinerhtgradeding In. TheitiaRtievaengas Reading comprehension is thPae worknel3 ThiosfpteeNal ofoenaadiReag exdpnrtgs intended to jump-start instruction in not a skill someone learns was convened by Congress to assess rceaading comprently improve reandion ang achisvgnm-t and can then apply in hpepreoecvteonteesascohigdf eadrienngt  \nonfacstt,aitteanwanadeonacriblaesdsesbysmpreontgsra.  different reading contexts. Thinsey examtructionailnaedppra wide rangoaches relate ofto officials as the “moonshot” for read- comprehension, but in overviews of  \ning comprehension. their work, comprehension has been  \nUnfortunately, the preliminary reduced to one of the “Big Five,”  \nresults that the panel presented fell along with phonemic awareness,  \nshort of these expectations. The phonics, fluency, and vocabulary.  \nreported studies found that students  \nreceiving a variety of comprehension interventions made gains, compared with control groups, on assessments closely tied to the interventions—but they showed limited or no significant gainson standardized measures of reading comprehension. Needless to say, conference attendees were surprised and discouraged by these results.  \nSitting in the back of the room, I clearly remember not being particularly alarmed by what the panel reported. As part of my work on the Reading for Understanding Initiative and earlier related projects, I had spent many hours thinking, studying, and talking with teachers and colleagues about reading comprehension. Through these efforts, I had come to recognize that the field’s general approach to reading comprehension was shortsighted. We were treating reading comprehension asifit were a single construct that could be measured with one or more general reading tests and improved with a shor","cbCaidEJYdvMLu43","https://ap.wps.com/l/cbCaidEJYdvMLu43","pdf",493865,"English","# Rethinking How to Promote Reading Comprehension\n## The Comprehension as Skill Myth\n## The Five Pillars of Reading Instruction","[{\"question\":\"Why does the article criticize treating comprehension as a single skill?\",\"answer\":\"The article argues comprehension is multidimensional and depends on a wide range of knowledge and skills, so it cannot be fully captured as one measurable construct improved by short-term interventions.\"},{\"question\":\"What do the intervention results suggest according to the article?\",\"answer\":\"Studies showed that students receiving comprehension interventions gained on assessments closely tied to those interventions, but they produced limited or no significant gains on standardized reading comprehension measures.\"},{\"question\":\"What are the “Five Pillars” of reading instruction mentioned in the article?\",\"answer\":\"The article lists COMPREHENSION, VOCABULARY, READING FLUENCY, PHONIC KNOWLEDGE, and PHONOLOGICAL AWARENESS as core reading components.\"}]","Rethinking How to Promote Reading Comprehension | PDF",1792071049,23]