Moving From the Old to the New: Research on Reading Comprehension Instruction

Abstract

This article is an attempt to integrate findings from research about comprehension processes, comprehension strategies, and teaching strategies in order to inform instructional practice in reading comprehension. The article begins with a discussion of traditional views about reading and how those views have shaped the current comprehension curriculum in American schools. A view of comprehension based on recent models of the reading process is presented next as a basis for reconceptualizing the comprehension curriculum as a set of five effective comprehension strategies. From research on teaching comes a foundation for establishing a new view of instruction, one that focuses on the negotiation of meaning among students and teachers through teachers’ instructional actions. Instructional recommendations, based on the research synthesized in this article, and questions for future research bring the article to a close.

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