Give students practice in eleven reading comprehension skill areas. Students read the paragraphs and answer questions which are coded by skill area so you know which skills to target.
- Comprehend short narrative and informative reading passages
There are 200 cards with reading passages on the front. Three questions on the back of each card cover these reading comprehension skills:
- Cause and Effect
- Comparing and Contrasting
- Fact vs. Opinion
- Main Idea
- Making Inferences
- Problem Solving
The passages include both fiction and nonfiction topics. Students enjoying reading about curricular and real-life topics such as "caught in the sprinklers"; "sneezing is good for you"; and "fire ants."
The passages are divided into five readability levels (40 cards in each level):
- 1.5 – 2.0
- 2.1 – 2.4
- 2.5 – 2.9
- 3.0 – 3.4
- 3.5 – 4.0
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- Speech-language pathologists play a direct role in the development of literacy for children with communication disorders (ASHA, 2001).
- Instruction of text comprehension can help children become independent, self-regulated, thinking readers (NRP, 2000).
- Teacher questioning improves students' learning from reading because it gives them a purpose for reading, focuses their attention on what they are to learn, helps them think actively as they read, encourages them to monitor their comprehension, and helps them review content and relate what they've learned to what they already know (NIFL, 2003).
- Summarization is a skill that helps students identify main ideas, generalize what they've read, and recall information needed to answer comprehension questions (NRP, 2000).
Reading Comprehension Cards Level 1 incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Retrieved September 9, 2010, from www.asha.org/docs/pdf/PS2001-00104.pdf
National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved September 9, 2010, from www.nifl.gov/nifl/publications.html
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction—Reports of the subgroups. Retrieved September 9, 2010, from www.nichd.nih.gov/publications/nrp/upload/report.pdf