What Research Tells Us About Reading, Comprehension, and Comprehension Instruction

Understanding Reading Comprehension Research and Instruction: The Foundation

Reading comprehension is often described as the “essence of reading” and the ultimate goal of reading instruction. But what exactly is it? According to research, reading comprehension is not simply extracting meaning from text—it’s an active process where readers construct meaning by integrating new information with their existing knowledge.

The Simple View of Reading, developed by Gough and Tunmer, provides a framework for understanding reading comprehension as the product of two essential components: decoding (word recognition) and language comprehension. This model helps explain why some students might struggle with comprehension despite being able to decode words effectively—they may have challenges with the language comprehension component.

Dr. Hollis Scarborough’s Reading Rope model further illustrates this concept by showing how multiple strands of literacy skills are woven together to create skilled reading. The model demonstrates that word recognition and language comprehension develop simultaneously, not sequentially, highlighting the importance of addressing both areas in reading instruction.

Effective teacher skills in reading comprehension instruction require understanding these foundational concepts and recognizing that comprehension is a complex cognitive process that can be explicitly taught and developed through strategic instruction.

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The Synergy Between Word Recognition and Reading Comprehension Research and Instruction

One common misconception in literacy education is the idea that students must “learn to read” before they can “read to learn.” Research indicates that this sequential approach is not optimal. Instead, word recognition and language comprehension instruction should occur simultaneously, with each reinforcing the other.

Developing teacher skills in both areas is crucial. When students struggle with word recognition, their cognitive resources are consumed by decoding, leaving little mental energy for comprehension. Conversely, strong language comprehension skills provide context that can support word recognition.

Orthographic mapping represents an important bridge between these two domains. This process allows readers to form connections between the letters in words (orthography), their sounds (phonology), and their meanings (semantics). As students develop orthographic mapping skills, they build their sight vocabulary, which frees up cognitive resources for comprehension.

Research by Cromley and Azevedo (2007) confirms that these components work together synergistically rather than competitively. Teacher skills that address both word recognition and language comprehension simultaneously create the most effective reading instruction.

The Role of Knowledge Building in Reading Comprehension Research and Instruction

When controlling for other factors, research shows that background knowledge plays the largest role in comprehension. The more a student knows about a topic, the more likely they are to successfully comprehend a text about it. This finding has significant implications for classroom practice.

As Zaretta Hammond notes, “For instruction to be truly liberatory and for learning to be sticky, it has to help students expand what they know, make deep connections across disciplines, and integrate new content into their existing funds of knowledge.” Building teacher skills in knowledge development is therefore essential for effective comprehension instruction.

Effective Knowledge-Building Practices

Research identifies several evidence-based approaches to building knowledge that supports reading comprehension:

Connected text sets—collections of texts organized around a common topic or theme—are valuable tools for knowledge building, but they’re not the only approach. Teacher skills should include the ability to implement multiple knowledge-building practices to support diverse learners.

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Evidence-Based Reading Comprehension Research and Instruction Strategies

Explicit instruction in comprehension strategies is a critical component of effective reading instruction. These strategies help students actively engage with text, monitor their understanding, and apply fix-up strategies when comprehension breaks down.

Developing teacher skills in strategy instruction requires understanding both what to teach and how to teach it. The gradual release of responsibility model (“I do, We do, You do”) provides an effective framework for strategy instruction:

1. Direct explanation (“I do”): The teacher explains why the strategy helps comprehension and when to use it, modeling through think-alouds.
2. Guided practice (“We do”): The teacher works with students, guiding them in applying the strategy.
3. Independent practice (“You do”): Students apply the strategy independently with teacher feedback as needed.

Key Comprehension Strategies

Research supports the explicit instruction of several comprehension strategies that readers can employ before, during, and after reading:

Effective teacher skills include knowing when and how to teach these strategies based on student needs and text demands. It’s important to remember that strategies are tools to support comprehension, not ends in themselves. The goal is for students to apply these strategies flexibly and independently as needed.

Understanding Text Structure in Reading Comprehension Research and Instruction

Research shows that understanding text structure—the way information is organized within a text—significantly impacts comprehension. When students recognize common organizational patterns, they can better anticipate how information will be presented and more easily identify key points.

Developing teacher skills in text structure instruction helps students navigate both fiction and nonfiction texts more effectively. Explicit teaching of text structures gives students a framework for organizing information, making it easier to comprehend and retain what they read.

Effective teacher skills include explicitly teaching signal words and phrases that indicate specific text structures. For example, words like “first,” “next,” and “finally” signal a sequence structure, while “similarly,” “in contrast,” and “however” indicate a compare-contrast structure.

Graphic organizers tailored to specific text structures can help students visualize and organize information as they read. These tools support comprehension by making the structure explicit and providing a framework for note-taking and summarization.

Teaching Text Structure: A Gradual Approach

Research suggests a developmental sequence for teaching text structures:

1. Begin with simpler structures like sequence and description in early grades.
2. Introduce compare-contrast and cause-effect in intermediate grades.
3. Move to more complex structures like problem-solution and claim-evidence in upper elementary and middle grades.

Teacher skills should include the ability to select texts that clearly exemplify specific structures and to scaffold instruction appropriately based on student readiness.

Question Types in Reading Comprehension Research and Instruction

Questions are powerful tools for developing and assessing comprehension. Research indicates that different question types engage different cognitive processes and levels of thinking. Developing teacher skills in crafting and using various question types is essential for comprehensive reading instruction.

Taxonomy of Comprehension Questions

Effective comprehension instruction incorporates questions that address different levels of understanding:

Additional question types that support comprehension include:

• Vocabulary questions: Focus on word meanings within context
• Main idea questions: Require identifying central themes or concepts
• Cause and effect questions: Explore relationships between events
• Compare and contrast questions: Examine similarities and differences
• Author’s purpose questions: Consider why the author wrote the text

Effective teacher skills include strategically incorporating these question types before, during, and after reading to guide students toward deeper understanding. Research shows that higher-order questions that require analysis, synthesis, and evaluation are particularly effective for developing critical thinking.

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Differentiating Reading Comprehension Research and Instruction for Diverse Learners

Research consistently shows that effective reading comprehension instruction must be responsive to students’ diverse needs. Developing teacher skills in differentiation ensures that all students can access and benefit from comprehension instruction.

Considerations for Different Age Groups

Research indicates that comprehension strategy instruction should be tailored to students’ developmental readiness:

Supporting Struggling Readers

Research by Duke, Ward, and Pearson (2021) emphasizes that struggling readers benefit from the same evidence-based comprehension strategies as their peers, but may need additional scaffolding and support. Effective teacher skills for supporting these students include:

• Providing more explicit modeling and guided practice
• Breaking down strategies into smaller steps
• Using graphic organizers and visual supports
• Building background knowledge before reading
• Selecting texts at appropriate complexity levels
• Incorporating multisensory approaches

It’s important to note that comprehension instruction should not be delayed for students still developing decoding skills. Instead, teacher skills should include approaches that develop language comprehension through read-alouds and discussions while simultaneously addressing word recognition needs.

Assessing Reading Comprehension: Insights from Research and Instruction

Effective assessment is essential for guiding reading comprehension instruction. Research indicates that comprehensive assessment should measure multiple dimensions of comprehension and inform instructional decision-making.

Developing teacher skills in assessment involves understanding different assessment types and their purposes:

Research cautions that traditional comprehension assessments often focus primarily on literal recall and may not adequately measure deeper comprehension processes. Effective teacher skills include using varied assessment approaches that address multiple levels of comprehension.

Authentic Assessment Approaches

Research supports the use of authentic assessment tasks that more closely mirror real-world reading:

• Performance tasks: Students apply comprehension strategies to solve problems or create products
• Portfolio assessment: Collection of student work showing growth over time
• Discussion-based assessment: Evaluation of student participation in text discussions
• Self-assessment: Students reflect on their own comprehension processes

Teacher skills should include the ability to interpret assessment data and use it to inform instruction. This includes identifying patterns across assessments, determining next steps for whole-class and small-group instruction, and providing targeted feedback to students.

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Implementing Effective Reading Comprehension Research and Instruction in Your Classroom

Translating research into practice requires intentional planning and implementation. Developing teacher skills in this area involves creating a comprehensive approach to comprehension instruction that integrates the evidence-based practices discussed throughout this article.

Creating a Comprehensive Approach

Research suggests that effective comprehension instruction includes several key components:

Sample Lesson Structure

Research supports a balanced approach that includes both explicit instruction and authentic application. A comprehensive lesson might include:

1. Before Reading: Activate prior knowledge, set purpose, preview text, teach key vocabulary
2. During Reading: Model strategy use, guide application, support monitoring
3. After Reading: Discuss key ideas, analyze text structure, make connections, apply learning

Effective teacher skills include the ability to integrate these components flexibly based on student needs and instructional goals. The ultimate aim is to develop independent readers who can apply comprehension strategies strategically and flexibly across diverse texts.

Conclusion: Applying Reading Comprehension Research in Your Classroom

The field of Reading Comprehension Research and Instruction provides valuable insights that can transform your teaching practice. By understanding the complex nature of comprehension and implementing evidence-based strategies, you can help all students develop the skills they need to become proficient, engaged readers.

Key takeaways from the research include:

• Reading comprehension is an active process that involves constructing meaning from text
• Word recognition and language comprehension develop simultaneously, not sequentially
• Background knowledge plays a crucial role in comprehension
• Explicit strategy instruction benefits all readers
• Text structure knowledge supports comprehension
• Different question types engage different levels of thinking
• Effective instruction must be differentiated for diverse learners

Developing teacher skills in these areas requires ongoing professional learning and reflection. As you implement these practices in your classroom, remember that the goal is not just to teach strategies but to develop strategic readers who can flexibly apply their skills across diverse texts and contexts.

By bridging research and practice, you can create a classroom environment where all students have the opportunity to develop deep comprehension skills that will serve them throughout their academic careers and beyond.