Читать книгу Comprehension [Grades K-12] - Douglas Fisher - Страница 12

Your eyes are traveling across this page, recognizing shapes and ascribing meaning to those shapes. Are you reading? Perhaps. There is some debate about the definition of reading. Is sounding out words reading? Is reading really fast reading?Does reading always mean that you understand and make meaning from the text? Tim Shanahan (2019) forwarded this definition of reading: Reading is making sense of text by negotiating the linguistic and conceptual affordances and barriers to meaning.

In this case, reading requires some level of understanding or comprehending. This idea is not new. In 1978 Durkin proposed that comprehension was the “essence of reading” (p. 482). Until at least the 1960s, there was a general belief that comprehension was a matter of intelligence and that smart students who could decode would understand what they read (Duffy, 2002). Therefore, comprehension was not taught. In fact, there was debate about whether or not comprehension could even be taught. Some argue that you don’t teach comprehension, you teach for comprehension.

Following an extensive review of research, The National Reading Panel (2000) defined comprehension instruction as

developing students’ ability to (a) comprehend the literal meaning printed on the page; (b) interpret authors’ intentions to report knowledge, show possession, implied meaning; and (c) evaluate and apply ideas in printed materials to their lives. (p. 76)

Their analysis of 38 studies suggested that comprehension skills can be developed through the intentional actions of teachers. This has led to a resurgence of interest in comprehension, specifically how to teach students to understand and make meaning from texts.

The National Reading Panel’s analysis of 38 studies suggested that comprehension skills can be developed through the intentional actions of teachers.