The goal of reading is comprehension. The National Institute of Child Health and Human Development (NICHD) has identified “deficits in acquiring reading comprehension strategies and applying them when reading” as one of the primary factors that can cause students to struggle in reading. Though emphasis in primary reading instruction on teaching children to “read the words” is important, it is also important not to neglect developing their comprehension of text, as well. Reading research reviews, such as those highlighted in Preventing Reading Difficulties in Young Children  and Starting Out Right, A Guide to Promoting Reading Success  by the National Research Council and the Report of the National Reading Panel on Teaching Children to Read  provide guidelines for developing comprehension in the primary grades.

Vocabulary and Concept Development

A child’s oral vocabulary is directly linked to listening and reading comprehension. Most children enter school with an oral vocabulary of between 3,000 - 5,000 words and a very small, or nonexistent, reading vocabulary. This knowledge of word meanings allows children to listen and comprehend during shared reading experiences and read-alouds. It also facilitates comprehension of content area lessons, as vocabulary is directly related to background knowledge. 

As children are learning to read new words, the task is made easier if knowledge of the word’s meaning is already in place. For these reasons, it is important to develop a child’s knowledge of vocabulary and concepts in the primary grades. 

Knowledge of Story Structure or Narrative

An understanding of the way narrative stories are structured begins to develop when read-alouds are shared frequently. This understanding will help prepare children for reading instruction, because they will be comfortable with the basic structure of stories, such as, characters, problem, attempted solutions, solution, and resolution. This knowledge will thus provide “a framework” for comprehension of the events in the story. Activities to develop knowledge of narrative structure are an important component of comprehension instruction in the primary grades.

Becoming a Strategic Reader

An awareness that print conveys meaning is one of the early concepts about print. This awareness can be enhanced by providing opportunities for children to be metatcognitive about their understanding of print. Focusing on interacting with text before, during, and after reading will allow children to make the connection that reading is an active process. Instruction in before, during, and after reading strategies, e.g., previewing, predicting, retelling, etc., is crucial for developing comprehension in the primary grades.

Fluency & Comprehension

Recent research in reading reveals a positive correlation between reading fluency and comprehension. We have always known that automaticity in reading words affected comprehension, in that it left a child free to focus attention to meaning. Reading fluency involves more than just accurate reading, however; it also involves reading with an appropriate reading rate, and reading with proper expression, intonation and phrasing. Fluent oral reading, therefore, implies active processing of meaning. Primary instruction that provides opportunities for students to build fluency by rereading familiar text, using Readers’ Theater, and reading poetry, will also develop comprehension as an added bonus.

Reading to Learn

Primary reading instruction has traditionally been characterized as the time for “learning to read,” while intermediate reading instruction focused on “reading to learn.” The most current views on reading development contend that both aspects are important to all ages of readers. Introducing expository text for the first time in the intermediate grades has proven to be too late for many students who struggle throughout their school careers to comprehend content area reading material. Just as we work to build an understanding of narrative structure in young children, our students will also benefit from being introduced to the unique features and text structures of nonfiction text in the primary grades. Instruction that provides opportunities for children to “read to learn” in the primary grades will facilitate comprehension of content area reading material in the years ahead.  

Maintaining Motivation for Reading

The importance of motivation to success in reading is also supported by current research. Many factors affect motivation, and it is important for teachers to be aware of how they can influence a child’s desire to learn to read. If a child is motivated, he or she will be more likely to be an active participant in the reading process, and therefore, will be more likely to comprehend the reading selection. Primary reading programs that include motivation as an important component will have a positive impact on reading comprehension, as well!