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. 2017 Apr 20;48(2):73-76.
doi: 10.1044/2017_LSHSS-16-0033.

Prologue: Reading Comprehension Is Not a Single Ability

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Prologue: Reading Comprehension Is Not a Single Ability

Hugh W Catts et al. Lang Speech Hear Serv Sch. .

Abstract

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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