Introduction: Improving Reading Comprehension Reading researchers over the last 25 years have made great strides in learning how to teach children to read words, but there has been considerably less progress in tackling the challenge of helping students understand the words they read. In the past few years, however, improving students’ reading comprehension ... Editorial
Editorial  |   March 01, 2011
Introduction: Improving Reading Comprehension
Author Affiliations & Notes
  • Alan G. Kamhi
    University of North Carolina at Greensboro
    guest-editor
Article Information
Editorial
Editorial   |   March 01, 2011
Introduction: Improving Reading Comprehension
SIG 1 Perspectives on Language Learning and Education, March 2011, Vol. 18, 3-4. doi:10.1044/lle18.1.3
SIG 1 Perspectives on Language Learning and Education, March 2011, Vol. 18, 3-4. doi:10.1044/lle18.1.3
Reading researchers over the last 25 years have made great strides in learning how to teach children to read words, but there has been considerably less progress in tackling the challenge of helping students understand the words they read. In the past few years, however, improving students’ reading comprehension has become a research priority. There are many challenges that confront educators and practitioners faced with helping struggling readers improve their understanding of texts. These challenges stem directly from the multifaceted and variable nature of comprehension. Comprehension is often quite variable, because it is influenced by reader abilities, engagement, text and task factors, and the context in which the reading event is occurring. This means that even good students will show differences in comprehension performance depending on subject content and the nature of texts (cf. Kamhi, in press).
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