I think that we can understand comprehension at a word level, a sentence  
level, a paragraph level and then at the chapter or whole text level. I have  
seen lots of kids who know when they make word rec errors and can correct them  
using meaning and syntax at the sentence level, but who can't comprehend the  
whole text. Often these kids are the ones who can't synthesize ideas as they  
read...meaning for them, is a series of unconnected thoughts...they can often  
answer easy literal questions about some details, but if you ask for main 
ideas,  messages, then they can't do that. 
 
I also have been reading an IRA publication called Why Johnny Couldn't  
Read---and How He Learned. The author studied successful adults who struggled  
with 
reading in school but read and comprehend well as adults. Interestingly,  
many of these adults still have poor phonemic awareness, spelling and phonics  
knowledge but comprehend at high levels. A common thread with all of these  
successful adult readers is that someone, a teacher or a parent, got them books 
 
that were of high interest to them. They learned to read in that genre first 
and  then could apply what they learned (some of them) in other genres. Fluency 
was  also often "field dependent." The book described a scientist could  
fluently read difficult texts in his field but not a novel. This is a 
relatively  
new idea to me, but it makes sense. If you have schema for a particular genre,  
it could pull you through and help you read more fluently.
Jennifer
Maryland
 
 In a message dated 7/8/2007 1:42:54 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

Now  she
must have comprehended at some level to get the "interpretation" so  well.
But it evidently didn't transfer to short term memory/recall or  whatever.







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