The final and most important of the ‘Big Six’ is comprehension. Without comprehension, the act of reading has little or no benefit.
Reading comprehension is a flexible and ongoing cognitive and constructive process. It is asserted that there are both conceptually driven (top-down) and data-driven processes (bottom-up) that contribute to the construction of a situation (mental) model of text ideas. It is a two-way process that integrates information from the text together with information from prior knowledge .
Readers construct mental or situation understandings of text to enable reading comprehension.
By nature, reading comprehension difficulties are complex and reader difficulties may be related to a combination of factors such as: biological, cognitive, or behavioural issues. What is important is the realisation that reading comprehension outcomes are influenced by a combination of factors that may be situated within or outside of the learner.
For the FULL set (over 200 +) of teaching Outlines go to: Teaching Outlines
The Literacy Intervention Strategies website aims to equip teachers with the ability to identify, describe and analyse reading disabilities and to implement effective teaching, by identifying the causes of different types of reading disability and the implications of these for diagnosis and teaching.
Teachers can learn to develop reading strategies at the pre-, during- and post-reading phases for students who have reading disabilities that include teaching
The Literacy Intervention Strategies website is based on the extensive research of Dr John Munro, Professor of Educational Psychology and Exceptional Learning at The Australian Catholic University (formerly of The University of Melbourne).
A series of websites providing access to Interactive Books and other reading resources.
Each year, Speech Pathology Australia awards three Australian authors the “Best Book for Language Development” in the categories – Young Children, Lower Primary and Upper Primary.
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Macquarie University Special Education Centre (MUSEC) provide these reviews as a community service to inform special educators and other professionals about the evidence base for a variety of educational practices and intervention programs.
