Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model Purpose In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. ... Clinical Focus
Clinical Focus  |   April 24, 2017
Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model
 
Author Affiliations & Notes
  • Geraldine P. Wallach
    Department of Speech-Language Pathology, California State University, Long Beach
  • Alaine Ocampo
    Department of Speech-Language Pathology, California State University, Long Beach
  • 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 Geraldine P. Wallach: geraldine.wallach@csulb.edu
  • Editor and Associate Editor: Shelley Gray
    Editor and Associate Editor: Shelley Gray×
Article Information
Healthcare Settings / Normal Language Processing / Language Disorders / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Clinical Forum: Reading Comprehension Is Not a Single Ability
Clinical Focus   |   April 24, 2017
Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model
Language, Speech, and Hearing Services in Schools, April 2017, Vol. 48, 98-103. doi:10.1044/2017_LSHSS-16-0035
History: Received April 27, 2016 , Revised September 14, 2016 , Accepted September 23, 2016
 
Language, Speech, and Hearing Services in Schools, April 2017, Vol. 48, 98-103. doi:10.1044/2017_LSHSS-16-0035
History: Received April 27, 2016; Revised September 14, 2016; Accepted September 23, 2016
Web of Science® Times Cited: 1

Purpose In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension.

Method We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material.

Conclusions The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in time.

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