The debate over the science of reading has focused primarily on decoding (i.e., connecting letters and sounds to read words) and whether to use phonics to teach it. However, research on reading has included much more than decoding. Language comprehension, which allows readers to derive meaning from text, is an equally critical component of reading. Research has suggested that explicit instruction on the components of language comprehension—vocabulary and semantics, morphology, and syntax—can support language and reading comprehension. To inform the field on the science of reading as it pertains to language comprehension, in this meta‐analysis of recent language comprehension interventions (n = 43) in U.S. elementary schools, the authors examined whether effects vary depending on participant and intervention characteristics. Findings suggest positive effects on custom measures of vocabulary, listening comprehension, and reading comprehension but not on standardized measures of these outcomes. Results also indicate positive effects for English learners and promise for multicomponent interventions and those that include technology. Much more research is needed on how best to support language comprehension for underserved populations (e.g., students from low‐income backgrounds) and how interventions can be optimized to support generalizable language and literacy outcomes. Implications for policy and practice are discussed.

中文翻译：

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超越解码：语言理解干预对K-5学生语言和素养成果的影响的元分析

关于阅读科学的争论主要集中在解码（即，将字母和声音连接起来以阅读单词）以及是否使用语音来教它。但是，阅读方面的研究不仅限于解码。语言理解是阅读的一个同样重要的组成部分，它使读者能够从文本中获得含义。研究表明，对语言理解的组成部分（词汇和语义，形态学和语法）进行明确的指导可以支持语言和阅读理解。告知现场上阅读的科学，因为它涉及到语言理解，近语言理解干预的荟萃分析（ñ = 43）在美国的小学，作者检查了效果是否因参加者和干预特征而异。研究结果表明对词汇量，听力理解和阅读理解的习惯测量有积极影响，但对这些结果的标准化测量没有影响。结果还表明对英语学习者产生积极影响，并有望进行多成分干预以及包括技术在内的干预。关于如何最好地支持服务水平低下的人群（例如，低收入背景的学生）的语言理解以及如何优化干预措施以支持普遍化的语言和读写能力，还需要进行更多的研究。讨论了对政策和实践的影响。