is defined as the level of understanding of a writing.
Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words
, which interferes with their ability to comprehend what is read.
Many educators in the USA
believe that students need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension
instruction generally begins in pre-Kindergarten or Kindergarten. But other US educators consider this reading approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics
before they can analyze the story itself.
During the last century comprehension lessons usually comprised students answering teachers' questions, writing responses to questions on their own, or both. The whole group version of this practice also often included "Round-robin
reading", wherein teachers called on individual students to read a portion of the text (and sometimes following a set order). In the last quarter of the 20th century, evidence accumulated that the read-test methods assessed comprehension more than they taught it. The associated practice of "round robin" reading has also been questioned and eliminated by many educators.
Instead of using the prior... Read More