Digital Literacy Portfolio - Developing & Assessing Comprehension

Comprehension in reading extends far beyond passive recall—it is a complex, active process of meaning-making. According to Shanahan (2006), comprehension is a dynamic interaction between the reader and the text, requiring readers to interpret information through the lens of their prior knowledge, personal beliefs, and an awareness of the author’s organizational structure (p. 28). This process includes making inferences and engaging in a variety of cognitive tasks that support the construction of meaning.

However, Shanahan (2006) also stresses that comprehension cannot occur in isolation from foundational reading skills. Without a firm grasp of phonemic awareness and phonics, a reader’s ability to understand and engage with text is significantly limited—even if they are capable of complex thought. These early literacy skills act as the gateway to higher-level comprehension.

Comprehension strategies, then, are not simply helpful tools—they are essential, intentional actions that readers use to enhance both understanding and memory of what they read. These strategies include predicting, questioning, visualizing, summarizing, and clarifying, among others.

Snow (2002), as cited in Munger (2016), defines reading comprehension as the simultaneous extraction and construction of meaning through interaction with written language (p. 28). This definition reinforces the notion that comprehension is inherently active. It is influenced not only by the linguistic elements of the text but also by the reader’s capacities, background knowledge, and engagement with the content.

In essence, effective comprehension involves a continual interplay between decoding, interpreting, and integrating new information with what is already known. Foundational literacy skills provide access to the text, while comprehension strategies allow readers to derive deeper meaning. By drawing on their cognitive and linguistic resources, readers become empowered to navigate text purposefully, enhancing both understanding and long-term retention.

How to Analyze or Assess Reading Comprehension

More than Decoding

Understanding comprehension in early literacy is crucial for recognizing the foundational components that contribute to proficient reading. One widely accepted framework for conceptualizing these components is Scarborough’s Reading Rope—a visual model that illustrates the interwoven nature of skills necessary for reading success. At the heart of this model are two essential strands: word recognition and language comprehension, each composed of subskills that become increasingly integrated and automatic with practice.

Shanahan (2006) highlights the relevance of the Simple View of Reading, introduced by Gough and Tunmer (1986), which provides a clear and research-backed explanation of how reading comprehension develops. According to this model, skilled reading is the product of two interdependent abilities: decoding written words (word recognition) and constructing meaning from spoken language (language comprehension) (p. 28). Both strands are necessary—neither alone is sufficient.

Scarborough’s Reading Rope builds on this conceptual foundation by visually demonstrating how multiple subskills—such as phonological awareness, decoding, vocabulary, background knowledge, and inferencing—must be woven together to produce skilled reading. As Munger (2016) explains, the strength of the rope lies in the way these strands intertwine and reinforce one another over time, ultimately leading to fluent, automatic, and meaningful reading (p. 43).

Further reinforcing this model, Davis (2006) articulates that successful reading comprehension emerges when accurate word recognition is paired with robust language comprehension. This dual emphasis helps educators identify specific areas of strength or need in their students and provides a targeted path for instructional support.

Visual models like Scarborough’s Reading Rope and theoretical frameworks such as the Simple View of Reading offer educators and caregivers a deeper understanding of the complexity of reading. They highlight the importance of nurturing both decoding and language-based skills to support students on their journey to becoming confident, capable readers.

Comprehension: In Practice

How to Develop Comprehension

The National Reading Panel has identified seven research-supported strategies that enhance reading comprehension: questioning, monitoring comprehension, summarization, question answering, story mapping, graphic organizers, and cooperative grouping (Shanahan, 2006, p. 30). In addition, two other strategies—activating prior knowledge and mental imagery—have demonstrated effectiveness across multiple studies in supporting comprehension development.

Teacher-Directed Strategies for Supporting Comprehension

Effective comprehension instruction often begins with teacher-led approaches that guide students through structured processes. Three key teacher-directed strategies include:

Using Meaningful Categories or "Chunks":
Skilled readers enhance comprehension by identifying meaningful patterns and groupings of letters, words, and ideas. Teaching students to recognize and process these "chunks" improves cognitive efficiency and memory retention (Munger, 2016, p. 43).
Graphic Organizers:
These visual tools help students represent text-based information through charts, diagrams, or graphs. They clarify relationships among ideas, support concept development, and strengthen retention. Examples include hierarchical trees and Venn diagrams (Shanahan, 2006, p. 43).
Story Mapping:
This strategy involves outlining a story's elements—setting, characters, major events, problems, and solutions—within a graphic organizer. It supports students in understanding narrative structure and improves summarization skills (Shanahan, 2006, p. 30; Munger, 2016, p. 102).

Student-Initiated Metacognitive Strategies for Comprehension

Comprehension is further strengthened when students take active control of their thinking processes while reading. These self-monitoring strategies cultivate independent and reflective readers:

Activating Background Knowledge:
Encouraging students to draw upon what they already know before and during reading helps them connect personally with the text and boosts overall understanding (Munger, 2016, p. 43).
Question-Asking:
When students ask themselves questions such as “Who? What? When? Where? Why? and How?” during reading, they engage more deeply with the material and monitor their understanding (Shanahan, 2006, p. 43).
Monitoring Comprehension:
Teaching students to notice when their understanding breaks down and to apply strategies such as rereading, reflecting, or seeking clarification is essential for developing autonomous, strategic readers (Shanahan, 2006, p. 43).

Seven Strategies to Teach Students Text Comprehension

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