A. Research Review: Review of research related to comprehension and inferencing based on the findings of the Rand study, Dr. Amy Elleman’s work, Dr. Nell Duke’s work, and more. (15 minutes) Teachers will then watch four separate videos, with four teachers, who engage in the activities described below. Through peer-to-peer interaction, they discuss the activity and create their own lesson plan for it using a free decodable book that they will take home.
B. Video #1 - Discover the Cover; Watch video and connect it to research findings related to inferencing. Participants then engage in the activity themselves using a decodable book that they can keep. Discussion about the task follows the activity. (10 - 15 minutes)
C. Video #2 - Prediction Playground; Watch video and connect it to research findings related to inferencing and oral language development. Here, too, participants engage in the activity while using a decodable book. Discussion about the task follows the activity. (10 - 15 minutes)
D. Prior to video #3, a brief review of the research related to syntax. Watch Sentence Scramble video. Connect video to free syntax-based resource provided through a partnership with ReadWorks. Discussion about syntax, vocabulary, and visualizing with EL students. (15 minutes)
E. Video #4 - True/False Detectives. Brief review of research related to self-questioning. Watch short video of activity. Teachers complete an activity sheet that provides them with an opportunity to use True/False Detectives in the class. (10 minutes)
I'm hoping for a 1.5 hr time slot. I've presented this session a few times, and I'm finding that teachers ask a lot of questions.
In this session, we begin with a review of the research on comprehension for beginning readers. Drawing on the work of Dr. Amy Elleman, Dr. Hugh Catts, Castles et al, and Dr. Nell Duke, we consider what the research tells us about comprehension and discuss how we might apply it to early literacy instruction. We then observe four veteran teachers modeling comprehension strategies—such as sentence-level syntax and prediction activities—using high-quality decodable books from various publishers. Teachers work together to apply the research and practice knowledge using a decodable book they've received during the session. Participants will leave the session with practical materials and a plan for teaching comprehension skills alongside decoding. They will also be encouraged to use the decodable books that feature a full narrative arc that are a part of their current curriculum.
Activities:
Discover the Cover - Inference Activity
Prediction Playground - Inference Activity
Sentence Scramble - Sentence Level Comprehension
True/False Detectives - Self-Questioning and Text Evidence
Amplify Education. (2025, Season 9, Episode 4). Comprehension is not a skill (with Hugh Catts, Ph.D.) [Audio podcast episode]. In Science of Reading: The Podcast. Retrieved June 25, 2025, from https://amplify.com/episode/science-of-reading-the-podcast/season-9/episode-4-comprehension-is-not-a-skill-with-hugh-catts-ph-d/
American Federation of Teachers. (2021, Winter). Commentary: The critical role of oral language deficits in reading disorders [Article by H. W. Catts]. American Educator. Retrieved June 25, 2025, from https://www.aft.org/ae/winter2021-2022/catts
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271
Duke, Nell & Pearson, P. (2002). Effective Practices for Developing Reading Comprehension. What research has to say about reading instruction. 3. 10.1598/0872071774.10.
National Reading Panel. (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pub. No. 00 4769). National Institute of Child Health and Human Development. Retrieved June 25, 2025, from https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/documents/report.pdf
Neuman, S. B. (n.d.). Ep. 45: Background knowledge & literacy (with Susan Neuman, Ed.D.) [Podcast episode]. In The Windward Institute Podcast. The Windward School. Retrieved June 25, 2025, from https://www.thewindwardschool.org/the-windward-institute/media/read/susan-neuman-edd
Neuman, S. B., & Wright, T. S. (2014, Summer). Teaching vocabulary in the early childhood classroom. American Educator, 38(2). Retrieved June 25, 2025, from https://www.aft.org/ae/summer2014/neuman_wright
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook for Research in Early Literacy (pp. 97–110). New York, NY: Guilford Press.
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