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[quote=Anonymous]An experienced educator’s thoughts:

There aren’t too many causal factors in low reading comprehension. One of the most common is poor decoding. Kids with weaker phonics skills use their mental bandwidth to sound out words. It’s then too great a mental load to also understand the words well. Children don’t have to have a dyslexia diagnosis to experience this difficulty. Some middle grades kids need more explicit coaching on multi-syllable words to develop the grade-level fluency that supports good comprehension.

For children who decode well, poor reading comprehension is often a function of attention. One needn’t have an ADHD diagnosis to be inattentive when reading. For example, boredom and anxiety will both interfere with attention. Some kids just don’t like reading or aren’t motivated to give standardized tests their best effort.

Limited vocabulary and lack of background knowledge will also negatively affect comprehension. These tend not to be primary issues for children who are doing well in school and grew up in literate households. They can be contributing issues for kids who don’t enjoy reading independently, don’t have a lot of conversations with adults, and/or haven’t had a lot of out-of-school enrichment experiences (museums, travel, the arts).

The curricula and training for remediating reading comprehension tend to focus on attending to detail and visualization. Not every person has the ability to create strong mental imagery, so you probably want to focus on attending to detail. This involves teaching appropriate reading rate, using annotation strategies, summarizing, and finding main idea.[/quote]

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