Decades of research offer important understandings about the nature of comprehension and its development. Drawing on both classic and contemporary research, in this article, we identify some key understandings about reading comprehension processes and instruction, including these: Comprehension instruction should begin early, teaching word-reading and bridging skills (including graphophonological semantic cognitive flexibility, morphological awareness, and reading fluency) supports reading comprehension development, reading comprehension is not automatic even when fluency is strong, teaching text structures and features fosters reading comprehension development, comprehension processes vary by what and why we are reading, comprehension strategy instruction improves comprehension, vocabulary and knowledge building support reading comprehension development, supporting engagement with text (volume reading, discussion and analysis of text, and writing) fosters comprehension development, and instructional practices that kindle reading motivation improve comprehension. We present a visual depiction of this model, emphasizing the layered nature of impactful comprehension instruction.

中文翻译：

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阅读理解学

数十年的研究提供了关于理解的本质及其发展的重要理解。借鉴经典研究和当代研究，本文确定了有关阅读理解过程和指导的一些关键理解，包括：理解指导应尽早开始，教授单词阅读和衔接技能（包括笔迹学语义认知灵活性，形态意识，和阅读流利度）支持阅读理解能力的发展，即使流利度很高，阅读理解能力也不是自动的，教学文本的结构和功能可以促进阅读理解能力的发展，理解过程因我们阅读的内容和原因而有所不同，理解策略的指导可以提高理解能力，词汇和知识的建立支持阅读理解的发展，支持与文本的互动（大量阅读，对文本的讨论和分析以及写作）促进了理解的发展，而激发阅读动机的教学实践则提高了理解能力。我们以可视化方式描述了该模型，强调了有影响力的理解指令的分层性质。