Reading+Comprehension

=Reading Comprehension=

Definition and Implications (CDE)
A disability in the area of reading comprehension affects a student’s ability to understand and make meaning of text. The RAND Reading Study Group defines reading comprehension as “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (RRSG, 2002). Reading comprehension is a complicated set of processes that has been studied relatively little compared to the other areas of reading. In spite of the lack of research on reading comprehension only disabilities, there is consensus that all students with any type of reading disability benefit from direct, systematic, explicit instruction in reading comprehension skills and strategies.

It is most common for students to have basic reading skill (BRS) deficits combined with comprehension deficits, and/or fluency deficits. If this is the case, it is critical to instruct on the basic skill deficits as well as the comprehension deficits. Although it tends to be more unusual for a student to have a comprehension only deficit, this can occur. A reading comprehension deficit assumes that basic reading skills are intact and that the student can read fluently without errors. Students with a reading comprehension disability are typically not identified until the shift occurs from learning to read, to reading to learn. In most cases, this is around the third or fourth grade.

Probes

 * Maze/Cloze Passages