Prologue: Reading Comprehension Is Not a Single Ability

被引：45

作者：

Catts, Hugh W. ^{[1
]}

Kamhi, Alan G. ^{[2
]}

机构：

[1] Florida State Univ, Tallahassee, FL 32306 USA

[2] Univ North Carolina Greensboro, Greensboro, NC USA

来源：

LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS | 2017年 / 48卷 / 02期

关键词：

PRIOR KNOWLEDGE; SKILLS;

D O I：

10.1044/2017_LSHSS-16-0033

中图分类号：

R36 [病理学]; R76 [耳鼻咽喉科学];

学科分类号：

100104 ; 100213 ;

摘要：

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.

引用

页码：73 / 76

页数：4

共 37 条

[1]

[Anonymous], 2000, REP NAT READ PAN TEA

[2]

Cain K., 2010, Reading development and difficulties

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