Building Content Knowledge to Boost Comprehension in the Primary Grades

Cabell, Sonia Q.; Hwang, Hye-Jin

doi:10.1002/rrq.338

Cited by 55 publications

(38 citation statements)

References 44 publications

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“…The knowledge a reader brings to a text is the chief determinant of whether the reader will understand that text (Anderson & Pearson, 1984). Thus, building knowledge is an essential, yet neglected, part of improving linguistic comprehension (Cabell & Hwang, 2020, this issue). Teaching reading is most often approached in early elementary classrooms as a subject that is independent from other subjects, such as science and social studies (Palincsar & Duke, 2004).…”

Section: Promising But Not (Yet) Compelling Evidence In the Science Omentioning

confidence: 99%

How the Science of Reading Informs 21st‐Century Education

Petscher¹,

Cabell²,

Catts³

et al. 2020

Reading Research Quarterly

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The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is leading to misinformation in the public space that may be viewed by educational stakeholders as merely differences of opinion among scientists. The authors’ goals in this article were to revisit the science of reading through an epistemological lens to clarify what constitutes evidence in the science of reading, and to offer a critical evaluation of the evidence provided by the science of reading. To this end, the authors summarize those things that they believe have compelling evidence, promising evidence, or a lack of compelling evidence. The authors conclude with a discussion of areas of focus that they believe will advance the science of reading to meet the needs of all students in the 21st century.

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Section: Promising But Not (Yet) Compelling Evidence In the Science Omentioning

confidence: 99%

How the Science of Reading Informs 21st‐Century Education

Petscher¹,

Cabell²,

Catts³

et al. 2020

Reading Research Quarterly

Self Cite

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“…However, these critics have ignored other findings of the panel that included the importance of fluency, vocabulary, and comprehension. Since this report, the consensus among researchers has been that a nar row focus on decoding skills discounts the complexity of the science of reading and other important skills (Cabell & Hwang, 2020; Language and Reading Research Consortium, 2015).…”

mentioning

confidence: 99%

The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading

Rand¹,

Morrow²

2021

Reading Research Quarterly

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Children's experiences in preschool and kindergarten influence their future literacy learning. Although emergent literacy has traditionally been supported by play-based experiences, there has been a decline in play opportunities in recent years. Media publications citing the science of reading have called for more focus on systematic, direct instruction of skills in phonics and phonemic awareness. However, from the perspective of the simple view of reading, the process of learning to read involves developing both decoding and linguistic comprehension skills. In this article, we review the research that has linked play experiences to three areas: (1) the development of language skills necessary for linguistic comprehension, including vocabulary, decontextualized language, and oral narrative competence; (2) opportunities for functional literacy behaviors, including emergent reading and writing behaviors; and (3) skills related to decoding, including print awareness, phonological awareness, word recognition, and reading fluency. The research also has demonstrated the value of adult guidance during play experiences in optimizing literacy learning. This review of the literature linking play and literacy in early childhood expands the scope of the science of reading to include a wider range of skills that support reading development. Children's literacy behaviors in early childhood can predict their successful reading performance in later years (Suggate, Schaugh ency, McAnally, & Reese, 2018). It is imperative, therefore, to examine the science of reading to understand how preschool and kin dergarten practices ensure literacy achievement. Planned time for play has traditionally been considered important for young children. In spite of the research that has shown the benefits of play as it relates to literacy development, the time allotted for play has been reduced and often replaced by teacher directed, skill based lessons (Bassok, Latham, & Rorem, 2016; Miller & Almon, 2009). Emergent literacy methods have been challenged in the media by advocates of more direct instruction of decoding skills (Hanford, 2018;Hood, 2019). They have pointed to the findings of the National Reading Panel (National Institute of Child Health and Human Development, 2000) that included support for the importance of teaching phonics and phonemic awareness in a systematic sequence for young children. However, these critics have ignored other findings of the panel that included the importance of fluency, vocabulary, and comprehension. Since this report, the consensus among researchers has been that a nar row focus on decoding skills discounts the complexity of the science of reading and other important skills (Cabell & Hwang, 2020; Language and Reading Research Consortium, 2015).

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“…Although the importance of domainspecific knowledge has been appreciated by some for many years, 38 it has recently received increased attention in the literature. [39][40][41] Research suggests that academic success, especially around reading comprehension in content subjects, is directly linked to the knowledge of the words and concepts germane to the content. [42][43][44] Domainspecific vocabulary is included as part of learning standards in several areas (reading, writing, science, and social studies).…”

Section: Vocabularymentioning

confidence: 99%

“…88 Within narrative or expository discourse (oral or written), students use inferencing to understand the causal and temporal connections between events and to integrate content with their own experiences and background knowledge. 89,90 Because knowledge is a powerful determiner of reading comprehension, 38,41 the inability to assimilate what is known with new content during reading or listening tasks severely limits students' acquisition of additional knowledge. Inference making is so important that it mediates the effect of vocabulary on reading comprehension.…”

Section: Inferential Thinkingmentioning

confidence: 99%

Feasible and Effective Language Intervention Strategies that Accelerate Students' Academic Achievement

Kelley

Spencer

2021

Semin Speech Lang

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Speech-language pathologists (SLPs) who work in schools are responsible for delivering intervention that improves language abilities but has an impact on academic outcomes. To accomplish this, SLPs need feasible and effective strategies that can be readily incorporated into clinical practice. In this article, we describe two ways that SLPs can deliver intervention that can improve language abilities and academic outcomes: choosing academic language targets and providing language intervention contextualized in the academic curriculum.

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Building Content Knowledge to Boost Comprehension in the Primary Grades

Cited by 55 publications

References 44 publications

How the Science of Reading Informs 21st‐Century Education

How the Science of Reading Informs 21st‐Century Education

The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading

Feasible and Effective Language Intervention Strategies that Accelerate Students' Academic Achievement

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