For students who decode well but comprehend poorly, minimize decoding instruction and maximize comprehension instruction¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 3 studies (1 quant-synthesis, 1 review, 1 theoretical), q1–q3 · 0 of 3 report an effect size · 1 claim rests on one study

Description¶

The guide's obstacle advice addresses students who read multisyllabic words effortlessly but perform poorly on reading tests because of weak vocabulary and comprehension difficulties. The panel advises that "teachers should minimize decoding and fluency instruction and maximize comprehension instruction," grouping these students where possible into interventions focused on oral language and reading comprehension that build world knowledge, word knowledge, and meaningful discussion of texts.

Design Implications¶

Context¶

Requirements¶

• Group these students, when possible, in an intervention focusing on oral language and reading comprehension
• Include activities that increase world knowledge and word knowledge and provide ample opportunities for meaningful discussion about the text

Constraints¶

Target Learners¶

• Students in grades 4-9 who decode multisyllabic words effortlessly but have weak vocabulary and comprehension

Target Learning Goals¶

• Improving vocabulary, world knowledge, and comprehension of complex texts

Claims¶

• Comprehension-building practices for struggling readers in grades 4–9 have strong evidence, based on 34 studies [+M]
• Automatic word recognition frees resources for comprehension [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading Interventions for Students in Grades 4–9 (WWC 2022007). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/29