Clinical Forum: Reading Comprehension Is Not a Single Ability In the Clinical Forum: Reading Comprehension Is Not a Single Ability, authors address the problem of declining reading comprehension in the United States. Editor-in-Chief Shelley Gray, in her introduction, explains the problematic results of reading comprehension deficits in both children and adults and lists resources to address the problem. ... Announcement
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Announcement  |   April 21, 2017
Clinical Forum: Reading Comprehension Is Not a Single Ability
 
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Announcement   |   April 21, 2017
Clinical Forum: Reading Comprehension Is Not a Single Ability
Language, Speech, and Hearing Services in Schools, Newly Published. doi:
 
Language, Speech, and Hearing Services in Schools, Newly Published. doi:
In the Clinical Forum: Reading Comprehension Is Not a Single Ability, authors address the problem of declining reading comprehension in the United States.
Editor-in-Chief Shelley Gray, in her introduction, explains the problematic results of reading comprehension deficits in both children and adults and lists resources to address the problem.
First, Hugh W. Catts and Alan G. Kamhi 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.”
Karen K. Wixson furthers their discussion by describing the implications of this argument for reading assessment.
Amy M. Elleman and Donald L. Compton go on to explain how comprehension instruction should reflect the complexity of reading comprehension.
Teresa A. Ukrainetz explores how speech-language pathologists can make use of this multidimensional view of reading comprehension to improve the skills of children with language impairments.
Geraldine P. Wallach and Alaine Ocampo provide examples from 4th-, 5th-, and 6th-grade texts to demonstrate the multifaceted and complex nature of reading comprehension.
Finally, in the epilogue, Kamhi and Catts review the four response articles and reiterate the current problems in assessing reading comprehension.