Prologue: Reading Comprehension Is Not a Single Ability 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 ... Clinical Focus
Clinical Focus  |   April 20, 2017
Prologue: Reading Comprehension Is Not a Single Ability
 
Author Affiliations & Notes
  • Hugh W. Catts
    Florida State University, Tallahassee
  • Alan G. Kamhi
    University of North Carolina–Greensboro
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Hugh W. Catts: hcatts@fsu.edu
  • Editor and Associate Editor: Shelley Gray
    Editor and Associate Editor: Shelley Gray×
Article Information
Development / School-Based Settings / Clinical Forum: Reading Comprehension Is Not a Single Ability
Clinical Focus   |   April 20, 2017
Prologue: Reading Comprehension Is Not a Single Ability
Language, Speech, and Hearing Services in Schools, April 2017, Vol. 48, 73-76. doi:10.1044/2017_LSHSS-16-0033
History: Received April 21, 2016 , Revised August 18, 2016 , Accepted September 23, 2016
 
Language, Speech, and Hearing Services in Schools, April 2017, Vol. 48, 73-76. doi:10.1044/2017_LSHSS-16-0033
History: Received April 21, 2016; Revised August 18, 2016; Accepted September 23, 2016

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.

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