Reading comprehension means that students understand what they have read. While learners may be able to decode words or recite a list of vocabulary, this does not mean they understand a collection of words, the written content or the context the written words reference. While decoding words and a large vocabulary are a part of being a good reader, a reader must also be able to make meaning from written text. Reading comprehension takes place when the reader engages in the cognitive function of active reflection, identifying relationships and interacting with a text.
The National Reading Panel (2000) found significant evidence that implementing certain reading strategies helps improve reading comprehension. Cooperative or collaborative learning, such as having students participate in reading comprehension activities in small groups, improves individual reading comprehension. This method is especially effective for English language learners and those with learning disabilities. Graphic organizers, identifying components of stories and summarizing reading, have also been shown to be beneficial. Reading comprehension should be continually monitored by teachers and self-monitored by learners, by asking questions throughout the reading. The most effective reading programs incorporate all of these strategies.
While there are a number of research-based reading programs available, it is important that schools or teachers evaluate the effectiveness of a program before selecting it. Because these programs are research-based, educators can expect similarities between programs and a focus on reading indicators such as comprehension. The Success For All reading program is a well-known research-based platform that uses cooperative learning, progress monitoring, group readers who share a reading level and is generally implemented schoolwide. Other reading comprehension programs include: Focus on Reading, Open Court, Exemplary Center for Reading Instruction (ECRI) and Direct Instruction (DISTAR).
Students who are disadvantaged or at-risk may benefit from differentiated reading comprehension programs tailored to address their unique needs. For example, the Failure Free Reading program addresses the needs of poor readers, struggling readers and non-readers. Using a highly structured curriculum that teaches reading development, including reading comprehension, the program uses simple sentences initially, and pre-teaches complex sentences as learners progress. Using repetition of high frequency words, culturally appropriate content, literal and age-appropriate speech and requiring no previous knowledge, Failure Free Reading is research-based and effective in improving reading comprehension of at-risk students.