DNA is depicted as a double helix of two intertwining strands, held together in stable unison by hydrogen bonds.
Just as the strands of DNA are dependent on each other for stability, certain key components work together to create a strong foundation for effective reading comprehension. When we attempt to separate these strands, we lose the stable structure needed for successful reading.
Declarative knowledge (e.g., vocabulary, background knowledge, and text structure) and skills (e.g., decoding and fluency) could be described as the two intertwined strands.
What are reading comprehension strategies?
The final component in DNA is the strong hydrogen bonds that hold the two strands together. We can compare these bonds to the reading comprehension strategies that help readers make meaningful connection between what they already know, and the information, often unfamiliar, that is presented in the text.
Whilst knowledge, skills and strategies are tightly interconnected in successful reading comprehension it is important to understand the difference between these elements:
The EEF’s KS1 Literacy Guidance Report has an easy-to-use glossary of reading comprehension strategies. Research evidence suggests that, when teachers model these strategies alongside teaching knowledge, vocabulary and skills, children’s reading comprehension can be improved.
What can go wrong?
If we lost a part of our double helix – a strand of DNA, or the interconnecting bonds – then the whole thing would come unzipped.
Similarly, if we attempt to teach one element of reading in isolation, we are presented with several problems:
- Without a strong foundation of knowledge, the application of reading comprehension strategies is limited.
As an English Literature graduate, I’m a pretty good reader, but if you asked me to clarify information from a doctoral thesis on quantum theory, I’d certainly struggle! When it comes to improving reading comprehension, building background knowledge allows pupils to understand a broader range of texts. - Without well-developed reading skills, comprehension is slowed down or even impeded.
Take the skill of reading with fluency. Poor fluency and therefore reduced automaticity can limit working memory capacity. The reader must devote more mental energy to decoding, leaving less capacity for comprehension, inferencing and making connections. - Reading comprehension strategy instruction goes on too long or turns into a ‘bag of tricks’
Dan Willingham states, ‘reading comprehension strategy instruction undeniably works’ but very often we spend too long trying to teach these techniques. They can become a ‘bag of tricks.’
There may also be the issue in primary schools that SATs practice questions get confused with reading comprehension strategies. As a result, teachers can consider they are basing their practice on robust, evidence-based approaches, but they are instead using ‘tricks’ for too long.
Studies show that extended practice of strategies does not yield further benefits than brief, targeted instruction. Reading comprehension strategy should be modelled explicitly and often quickly. This frees us up to spend more time developing wider knowledge and skills through activities like vocabulary instruction and rich content exploration.
By providing pupils with opportunities to build their knowledge, skills, and strategies in tandem, teachers can help to develop confident and competent readers who are equipped to succeed both in and outside of the classroom.
Just as the double helix of DNA is the blueprint for life, the combination of knowledge, skills, and strategies is the blueprint for a successful reader.
References
Reading comprehension strategies | EEF (educationendowmentfoundation.org.uk)
EEF (2015) ‘Teaching and Learning Toolkit: Reading Comprehension Strategies’, London: Education Endowment Foundation; Oakhill, J., Cain, K. and Elbro, C. (2014) Understanding and Teaching Reading Comprehension: A Handbook, London: Routledge
Hollingsworth, J., & Ybarra, S. (2009). Delivering Information to Students: Explaining, Modeling, and Demonstrating. In Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson. Thousand Oaks: Corwin Press.
Willingham, D.T. and Lovette, G. (2014). Can Reading Comprehension Be Taught? [online] Available at: http://www.danielwillingham.com/uploads/5/0/0/7/5007325/willingham&lovette_2014_can_reading_comprehension_be_taught_.pdf.