The case for the narrow view of reading.

@article{Kamhi2009TheCF,
  title={The case for the narrow view of reading.},
  author={A. Kamhi},
  journal={Language, speech, and hearing services in schools},
  year={2009},
  volume={40 2},
  pages={
          174-7
        }
}
  • A. Kamhi
  • Published 2009
  • Psychology, Medicine
  • Language, speech, and hearing services in schools
PURPOSE This prologue reiterates the case for the narrow view of reading as a solution to the persistently high levels of reading failure that occurs in our schools and provides a brief summary of the 5 response articles. METHOD The arguments that support the narrow view of reading are presented and the respondents are introduced. CONCLUSION Although the contributors to this clinical forum may have different views, we all are working toward a common goal: improving the literacy levels of… Expand
The narrow view of reading promotes a broad view of comprehension.
  • H. Catts
  • Psychology, Medicine
  • Language, speech, and hearing services in schools
  • 2009
TLDR
Although the narrow view of reading seems restrictive, it actually leads to a broad view of comprehension, which challenges some current approaches to assessment and instruction of reading comprehension. Expand
Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.
  • A. Kamhi, H. Catts
  • Psychology, Medicine
  • Language, speech, and hearing services in schools
  • 2017
TLDR
It is argued that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Expand
Have We Forsaken Reading Theory in the Name of “Quick Fix” Interventions for Children With Reading Disability?
TLDR
Reading theory is returned in an attempt to identify ways that current interventions may be reconceptualized to treat word-reading and reading comprehension deficits and calls for the development of a new generation of reading interventions that target the fundamental knowledge structures and learning mechanisms known to support typical reading development. Expand
Understanding Reading: A Model of Meaningful Reading
TLDR
Several ideas about reading are consolidated to create a comprehensive, and thus more useful, Model of Meaningful Reading. Expand
A case for the sentence in reading comprehension.
  • C. M. Scott
  • Psychology, Medicine
  • Language, speech, and hearing services in schools
  • 2009
TLDR
Sentence complexity can create comprehension problems for struggling readers and the author calls for the evaluation of sentence comprehension within the context of content domains where complex sentences are found. Expand
Making a broader case for the narrow view: where to begin?
TLDR
A set of language initiatives that are focused toward content area learning are described and suggestions to clinicians who are interested in creating and delivering curriculum-relevant and strategic-based language intervention to school-age students with language learning disabilities are offered. Expand
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
Terms defined Orthographic mapping the process students use to turn unfamiliar written words into instantly accessible “sight words”. Sight Word any word that is instantly recognized regardless ofExpand
Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students
The majority of children who are culturally and linguistically diverse in the United States read below grade level. This disproportionate prevalence of reading difficulty is likely due to language-...
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography
In this 1-year longitudinal study, we examined the central component processes of reading fluency, spelling accuracy, reading comprehension, and narrative text writing skills of 103 Turkish CypriotExpand
The Effects of Leveled Literacy Intervention for Students in the RtI Process
TLDR
This study contributed to positive social change by improving the welfare of students by increasing their reading achievement by addressing the lack of effective reading interventions for students who were in Tier III of the Response to Intervention (RtI) process. Expand
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  • Psychology, Medicine
  • Language, speech, and hearing services in schools
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The narrow view of reading from an adolescent literacy perspective and the practical implications of adopting this view in the schools are discussed, with the conclusion that it may create more problems than it solves. Expand
The narrow view of reading promotes a broad view of comprehension.
  • H. Catts
  • Psychology, Medicine
  • Language, speech, and hearing services in schools
  • 2009
TLDR
Although the narrow view of reading seems restrictive, it actually leads to a broad view of comprehension, which challenges some current approaches to assessment and instruction of reading comprehension. Expand
A case for the sentence in reading comprehension.
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  • Psychology, Medicine
  • Language, speech, and hearing services in schools
  • 2009
TLDR
Sentence complexity can create comprehension problems for struggling readers and the author calls for the evaluation of sentence comprehension within the context of content domains where complex sentences are found. Expand
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Making a broader case for the narrow view: where to begin?
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A set of language initiatives that are focused toward content area learning are described and suggestions to clinicians who are interested in creating and delivering curriculum-relevant and strategic-based language intervention to school-age students with language learning disabilities are offered. Expand
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