Johnny is able to read. Jane is capable of reading. Yet, they might not completely grasp the material.

In recent years, significant advancements have been made in the field of reading pedagogy. Instructors are adept at bringing students to the level where they can tackle straightforward declarative statements. Thus, Johnny and Jane possess reading abilities — however, they struggle with understanding more intricate concepts. Experts at an Ed School webinar on Thursday highlighted the considerable work remaining to be accomplished.

Led by Pamela Mason, senior lecturer on education at the Harvard Graduate School of Education, the discussion underscored the urgency of enhancing literacy outcomes in light of the latest National Assessment of Educational Progress (NAEP), often referred to as the “Nation’s Report Card,” which indicated drops in reading scores among U.S. fourth and eighth graders.

“Without the ability to read words on the page, comprehension of the material is unattainable.”

Phil Capin

Specialists examined the science of reading, an interdisciplinary compilation of research founded on the Reading Rope model, which educational professionals have utilized since the 2000s to assist children in becoming proficient readers, capable not just of decoding words but also fully grasping the content. The reading rope framework illustrates that many components are interwoven into proficient reading, with word recognition and language comprehension being the most significant.

Educators have excelled in imparting word-recognition abilities, including phonological awareness, decoding, and sight recognition; however, they are falling short in aiding children in developing language-comprehension skills such as background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge, noted professor of education James Kim. He emphasized the necessity for educators to employ the reading rope model more effectively.

“We have the knowledge to assist children with simple structures,” stated Kim. “We’ve mastered guiding kids through familiar narratives like ‘The ants munched on the snacks during the picnic,’ but our challenge lies in enabling children to utilize that rope to scale more complex and challenging structures. And those structures? They are the NAEP scores.”

Phil Capin, assistant professor of education, concurred with Kim regarding the need for educators to do more to aid students in developing comprehension skills, which are essential for critical thinking and problem-solving. There exists an array of skills and knowledge contributing to effective reading comprehension, all of which are interconnected, he explained. While initial reading instruction and the ability to read words are fundamental, they alone do not ensure comprehension. Both elements are vital.

“If you can’t read words off the page, you won’t understand what you read,” declared Capin. “It’s equally apparent that without understanding the meaning of individual words, comprehension of the text is highly improbable.”

Vocabulary and background knowledge stand out as the strongest indicators of reading comprehension, according to Capin. He pointed out that educators can access practice guides on enhancing language comprehension skills for students at What Works Clearinghouse, an initiative by the Department of Education.

“We’ve achieved advancements in the science of reading straightforward texts, yes. Now, we must progress in the science of reading challenging texts in science, mathematics, and English language arts.”

James Kim

Studies have demonstrated that students participating in active and intentional reading, as well as collaborative learning, often achieve the best outcomes. “For students to improve in reading and comprehending texts, it’s essential for educators to step back and provide students the chance to engage wholeheartedly with complex texts and collaboratively create meaning,” Capin noted.

Parents can also play an active role in aiding children to acquire reading and comprehension abilities, Kim stated, by reading aloud more challenging books and introducing them to new vocabulary. “It’s important to recognize that reading for understanding and preparing children to engage in reading for comprehension can begin from birth, essentially from the moment they enter the world,” he explained.

Ultimately, the declines seen in reading scores among fourth and eighth graders amplify the struggle children face in developing effective comprehension abilities, Kim emphasized. The NAEP test requires students to read intricate nonfiction texts that demand extensive background knowledge.

“Do you know what we require kids to read on the NAEP evaluation?” asked Kim. “We ask them to engage with material about the U.S. Constitution. We request they comprehend the human body systems. We challenge them to grasp the concept of metamorphosis, which is precisely where we need to focus as we aim to advance the science of reading …

“We’ve progressed in the science of reading simple texts, indeed. Now we must strive for advancements in the science of understanding intricate texts in science, mathematics, and English language arts.”