The winter issue of American Educator, the lead journal-magazine of the American Federation of Teachers included an excellent article by Hugh Catts entitled, “Rethinking How to Promote Reading Comprehension.” Professor Catts, who has been studying speech-language competence and disorders and their connections with reading at least 40 years, presented an informed, thorough, and accessible overview of what’s gone wrong in educators’ approach to reading comprehension and how educators might get it right.

I hearily encouarge interested (ahem!) readers (ahem!) to review Professor Catts’s article. A thoughtful (ahem!) reading of his observations will allow one to understand (ahem!) that reading comprehension is not an algorithmic skill but, rather, the consequence of knowing stuff (ahem!), making connections among what one knows and what one’s reading (ahem!), and more. What is more, Professor Catts offers observations about instruction and assessment.

OK, please read and discuss “Rethinking How to Promote Reading Comprehension.”

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