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Language, Speech, and Hearing Services in Schools Vol.40 178-183 April 2009. doi:10.1044/0161-1461(2008/08-0035)
© American Speech-Language-Hearing Association
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Clinical Forum

The Narrow View of Reading Promotes a Broad View of Comprehension

Hugh W. Catts
University of Kansas, Lawrence

Contact author: Hugh W. Catts, 1000 Sunnyside Avenue, University of Kansas, Lawrence, KS 66045. E-mail: catts{at}ku.edu.

Purpose: This article is a response to A. G. Kamhi's proposal of the narrow view of reading.

Method: A descriptive approach is used to review research concerning the cognitive basis of reading comprehension. Educational implications for instruction and assessment are considered. The role of the speech-language pathologist (SLP) in intervention related to reading comprehension is also addressed.

Conclusion: Although the narrow view of reading seems restrictive, it actually leads to a broad view of comprehension. The latter view, which is consistent with current research, proposes that comprehension is an active process in which readers use background knowledge and a range of cognitive processes to construct a coherent representation of text. This view challenges some current approaches to assessment and instruction of reading comprehension. It does not, however, diminish the role that SLPs can play in intervention related to reading comprehension.

KEY WORDS: reading comprehension, role of SLP, assessment


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This article has been cited by other articles:


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G. P. Wallach, S. Charlton, and J. Christie
Making a Broader Case for the Narrow View: Where to Begin?
Lang Speech Hear Serv Sch, April 1, 2009; 40(2): 201 - 211.
[Abstract] [Full Text] [PDF]

Home page
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A. G. Kamhi
The Case for the Narrow View of Reading
Lang Speech Hear Serv Sch, April 1, 2009; 40(2): 174 - 177.
[Abstract] [Full Text] [PDF]


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