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Did you know?
Did you know?
Language Comprehension is not the same as Listening Comprehension.
Reading Comprehension (RC) = Decoding (D) x Language Comprehension (LC)
Listening comprehension and the language comprehension described in the simple view of reading are not the same thing. This is due to the differences between spoken language and written text. Written text is devoid of the rhythm, intonation, and facial expressions of spoken language, with typographic features such as italics providing scant replacement. In contrast, spoken language is more likely to contain words that embed it in its immediate context, and the pace of comprehension is set by the reader, who can re-read sections and change speed to suit their reading goals. In short, while listening comprehension is a crucial aspect of children's language capabilities and thus their ability to read, language comprehension is a considerably more complex entity, consisting of listening comprehension and the aspects of comprehension that are uniquely required to gain meaning from written texts.
(Christopher Such)
While listening comprehension and the language comprehension described in the simple view of reading are not identical, this is not to say that developing children's listening comprehension is not an essential component of reading instruction. On the contrary, reading to children and discussing the text is an essential component of reading instruction, especially at the earliest stages. This will develop the vocabulary breadth that children will require for orthographic mapping and their understanding of text structure, sentence structure, and background knowledge. Just as importantly, sharing books, poetry, and songs with young children is one of the great privileges of being a teacher, something that can, and should, bring joy to a class and help inculcate a love of reading and an appreciation of language.
(Christopher Such)
nsw dept of education
nsw dept of education
The upper strands: Language comprehension
Comprehension also requires readers to strategically apply their language comprehension knowledge to make connections between what they read and what they already know. Scarborough’s reading rope explains that language comprehension includes background knowledge, vocabulary knowledge, language structures, verbal reasoning, and literacy knowledge.
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