This article shares insights from a symposium celebrating the retirement of P. David Pearson, one of the most influential reading researchers of the last half-century. Presenters addressed the nature, instruction, and assessment of reading comprehension, teacher learning and comprehension, and the texts and contexts of comprehension. Collectively, the sessions offered the opportunity to reflect on what we have learned over five decades of comprehension research and practice and to engage with questions about the work that lies ahead. In particular, presenters called for renewed efforts to link comprehension instruction to students’ roles as agents and actors; to embrace complex views of readers, texts, and contexts; and to foreground teachers’ roles in their own learning about comprehension and in instructional reform efforts.

中文翻译：

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理解性研究的五个十年：通知未来

本文分享了庆祝 P. David Pearson 退休的研讨会的见解，P. David Pearson 是过去半个世纪最有影响力的阅读研究人员之一。演讲者讨论了阅读理解的性质、教学和评估、教师学习和理解，以及理解的文本和上下文。总的来说，这些会议提供了一个机会，让我们有机会反思我们在过去五年的理解研究和实践中学到的东西，并就未来的工作提出问题。特别是，演讲者呼吁重新努力将理解性教学与学生作为代理人和演员的角色联系起来；接受读者、文本和上下文的复杂观点；并突出教师在他们自己的理解学习和教学改革工作中的作用。