Clinical Forum  |   April 2009
The Narrow View of Reading Promotes a Broad View of Comprehension
 
Author Affiliations & Notes
  • Hugh W. Catts
    University of Kansas, Lawrence
  • Contact author: Hugh W. Catts, 1000 Sunnyside Avenue, University of Kansas, Lawrence, KS 66045. E-mail: catts@ku.edu.
  • © 2009 American Speech-Language-Hearing AssociationAmerican Speech-Language-Hearing Association
Article Information
Development / Special Populations / Early Identification & Intervention / School-Based Settings / Normal Language Processing / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Clinical Forum
Clinical Forum   |   April 2009
The Narrow View of Reading Promotes a Broad View of Comprehension
Language, Speech, and Hearing Services in Schools, April 2009, Vol. 40, 178-183. doi:10.1044/0161-1461(2008/08-0035)
History: Received April 1, 2008 , Accepted July 8, 2008
 
Language, Speech, and Hearing Services in Schools, April 2009, Vol. 40, 178-183. doi:10.1044/0161-1461(2008/08-0035)
History: Received April 1, 2008; Accepted July 8, 2008
Web of Science® Times Cited: 17

Purpose: This article is a response to A. G. Kamhi’s proposal of the narrow view of reading.

Method: A descriptive approach is used to review research concerning the cognitive basis of reading comprehension. Educational implications for instruction and assessment are considered. The role of the speech-language pathologist (SLP) in intervention related to reading comprehension is also addressed.

Conclusion: Although the narrow view of reading seems restrictive, it actually leads to a broad view of comprehension. The latter view, which is consistent with current research, proposes that comprehension is an active process in which readers use background knowledge and a range of cognitive processes to construct a coherent representation of text. This view challenges some current approaches to assessment and instruction of reading comprehension. It does not, however, diminish the role that SLPs can play in intervention related to reading comprehension.

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