Toward an understanding of the development of reading comprehension instruction across the grade levels

THIS CHAPTER examines some definitional possibilities for the terms reading comprehension, development, and instructional interventions. Anders addresses head-on the disagreements in the field regarding the definitions of these terms. She argues that linear definitions of comprehension are incorrect. Rather, comprehension is a multifaceted process that involves readers' cognitive, social, and linguistic experiences both historically and currently She believes that those professionals who provide comprehension instruction need to acknowledge the problem-solving nature of the process and provide opportunities for students to actively engage. Finally, Anders argues that changes and improvements in comprehension instruction will take place through teacher education that involves teachers in the processes and activities that research suggests are important for comprehension to occur. This chapter is again useful because it directly addresses the conflicts surrounding balance and comprehensiveness. It argues strongly for a less linear and more contextualized understanding of reading and reading instruction.