What SLPs Need to Know About Reading Comprehension

Reading comprehension is within the speech-language pathology scope of practice; however, for many SLPs, it’s not a primary area of focus, especially because other professionals (e.g., special education teachers) typically take the lead in this area. This episode suggests that SLPs have the opportunity to make minor shifts in their practice and orient more towards reading comprehension.

The episode opens with a reminder that reading comprehension is not a single skill, and introduces the idea that reading comprehension involves the reader, the text, and the actual activity of reading. Each of these elements is highly variable, and they all interact with each other, so it’s important for reading interventions to be individualized.

Next, the episode moves into a discussion of three well-known reading models. The first of these models is the Simple View of Reading, which is an equation showing that word recognition multiplied by language comprehension equals reading comprehension. was developed by Gough and Tumner in 1986.

The second model is Scarborough’s Reading Rope, which expands on the Simple View of Reading, and goes into more detail about the sub-skills within word recognition and language comprehension.

Word recognition includes:

  • Phonological awareness
  • Decoding skills
  • Sight recognition

Language comprehension includes:

  • Background knowledge
  • Vocabulary knowledge
  • Language structures
  • Verbal reasoning
  • Literacy knowledge

These skills are “braided” together to form the reading rope.

The third model is the Active View of Reading, which expands on the Simple View of Reading. It adds self-regulation skills, including:

  • Motivation
  • Engagement
  • Executive function skills
  • The ability to use strategies

Practical recommendations for SLPs are woven through the discussion of each model. They include:

  • Advocate for students and help colleagues understand the underlying skills that contribute to reading comprehension.
  • Shift to using a literacy lens and be more explicit about how oral language skills are connected to reading skills.
  • Work on narratives with students and clients. Narratives form a bridge between oral and written language.

The final section of the episode includes a brief discussion of specific student populations, including autistic students and students with significant disabilities. Up to 65% of autistic students have difficulties with reading comprehension, and their needs in this area can be easy to miss. For students with complex communication needs, literacy is particularly important, and SLPs can play an important role in advocating to ensure that they receive the instruction they need.

The episode concludes with a reminder of why reading comprehension is important.

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