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- The goal of reading is to construct meaning, not merely to know what the words sound like.
- Reading comprehension is a complex process that involves not only fluent decoding but also using background knowledge, understanding the structure and function of words, and knowing how word order affects meaning.
- Successful reading comprehension involves using strategies before, during, and after reading a passage as well as strategies to monitor understanding.
- Proficient readers exhibit fluent decoding and strong language comprehension, whereas readers who have the most common type of reading disability struggle with poor decoding skills but have good language comprehension skills. A more complex reading disability involves weak decoding skills and weak language comprehension.
- Basic difficulties with reading comprehension can be worsened by Matthew effects, lack of motivation, inappropriate and inconsiderate texts, and incompatible instruction.
- Because students with weak decoding skills rarely interact with the more complex types of reading materials, they do not develop the language skills and strategies necessary for becoming proficient readers and successful students.
- Students with learning disabilities need to have access to the same higher level materials used by stronger readers and need to be taught explicitly how to comprehend the more complex academic language.
- Most kindergartners and beginning first graders can hardly wait to learn to read, but it doesn't take long for those with reading difficulties to lose their enthusiasm and motivation as they get further and further behind their peers.
- Texts are inappropriate if they do not take into consideration the characteristics of the learner and the purpose for the instruction; texts are inconsiderate if they are poorly written, poorly organized, or both.
- Incompatible instruction can be a result of an instructor's misunderstanding about reading comprehension or a result of an instructor's lack of familiarity with effective instructional practices.
- Children who have had more exposure to spoken language related to books, stories, enrichment opportunities, and one-to-one conversations are much better prepared for reading instruction than are children who have had few language enrichment opportunities.
- Teachers need to focus on both decoding instruction and comprehension instruction in the early stages of literacy, regardless of the age of the students.
- Sustained silent reading, a common practice in many schools nationwide, will not be beneficial for students if they are merely pretending to read materials that are too difficult for them.
- Comprehension skills and strategies should be taught explicitly at all levels of reading development and should be integrated across the curriculum.
- Teachers need to provide responsive, systematic, and intensive reading instruction.
- Responsive instruction involves continuous assessment of student learning so that modifications can be made to meet individual student needs.
- The D3 approach to responsive instruction can be thought of as doing different things for different students at different times.
- Students should be engaged in authentic reading (reading books, magazines, and newspapers) at all stages of literacy acquisition.
- Students at all grade levels should be encouraged to read for enjoyment and should have easy access to books and materials at their independent reading levels.
- Studies have shown that one of the most damaging practices affecting students with difficulty in learning to read is the lack of coordination among professionals who are responsible for their literacy development.
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