• "Many students have trouble understanding an author’s ideas because they haven’t learned how to mentally organize those ideas as they read" - Meyer & Barton, 1998

• "Three expert panels have weighed the research evidence and concluded that method and material are neither the focus of the problem many children face in their efforts to acquire literacy proficiency not the panacea for addressing" - Darling-Hammond, 1997; NICHD, 2000; Snow et al. 1998

• "Research shows that readers, especially poor readers, often fail to tie together ideas across sentences" - Cain et al., 2001

• The Nations Report Card (2019) reported that 35% of fourth-grade students are proficient readers (National Assessment of Educational Progress, 2022).

 

• The National Panel’s (2000) framework has been prevalent in student textbooks for reading teaching techniques for the past 20 years. Literacy instruction for reading comprehension instructional strategy trends has remained consistent over the past 20 years.

 

• Fluent and disfluent readers have comprehension deficiencies (Duke et al., 2021; Van Bergen et al., 2020).

 

• Barron et al. (2018) maintained that the No Child Left Behind Act (2001) and Common Core Standards (2010) initiative had limited impact as numerous learners continue to fall behind in all aspects of reading, specifically comprehension.

 

• According to Duke et al. (2021), students with low reading comprehension and high decoding abilities are significant evidence that fundamental word reading is insufficient for reading to understand.

 

• Many unresolved questions about comprehension development were left unresolved by the National Reading Panel, yet the National Panel’s framework remains widely used across the United States ( Konza, 2014; Shanahan, 2005).

 

• The educational discipline must assess how educators instruct reading and potential changes in comprehension instruction across grade levels and content areas (Camilli et al., 2008).

 

• Ceylan and Baydik’s (2018) findings supported comprehension challenges for fluent and disfluent readers.

 

• Various literacy instruction narratives exist, and a lack of literacy instruction has convoluted the teacher’s understanding of reading instruction. As a result, educators are underprepared and self-diagnosed (Ergen & Cevat, 2018).

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References

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Barron, E. R., Rupley, W. H., Paige, D. D., Nichols, W. D., Nichols, J., & Lumbreras, R. (2018). Middle school teachers’ knowledge and use of comprehension strategies in discipline instruction. International Journal of Literacy, Teaching, and Educational Research. https://doi.org/10.26803/ijlter.17.10.1

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Camilli, G., Kim, S. H., & Vargas, S. (2008). A response to Steubing et al., “Effects of systematic phonics instruction is practically significant”: The origins of the national reading panel. Education Policy Analysis Archives, 16(15).  https://doi.org/10.14507/epaa.v16n16.2008  

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Ceylan, M., & Baydik, B. (2018). Reading skills of students who are poor readers in different text genres. Cypriot Journal of Educational Science. 13(2), 422–435. https://files.eric.ed.gov/fulltext/EJ1183246.pdf 

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Duke, N. K., Ward, A. E., & Pearson, D. P. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993

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Konza, D. (2014). Teaching reading: Why the “Fab Five” should be the “Big Six.” Australian Journal of Teacher Education, 39(12). https://doi.org/10.14221/ajte.2014v39n12.10

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Shanahan, T. (2005). The national reading panel report: Practical advice for teachers. Learning Point Associates. https://files.eric.ed.gov/fulltext/ED489535.pdf 

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