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Reading Comprehension Cards Level 1
Ages: 6-10   Grades: 1-5

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
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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
  • Details
  • Fact vs. Opinion
  • Main Idea
  • Making Inferences
  • Paraphrasing
  • Predicting
  • Problem Solving
  • Sequencing
  • Vocabulary

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

Copyright © 2006

200 4" x 6" double-sided, coated cards; instructions; answer key
  • 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

National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved September 9, 2010, from

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


Abigail Hanrahan, Catherine McSweeny


Abigail Hanrahan, M.S., has been teaching reading at Eagle Hill School in Greenwich, Connecticut, for over 17 years.  She lives in Greenwich with her husband, Packy, and their two children, Maddy and Patrick.

Catherine McSweeny, M.A., is currently teaching at The Churchill School in New York City.  She has been teaching reading for over ten years to students with learning disabilities.  She lives in New York.


Students who have difficulty understanding text need explicit practice with answering comprehension questions on varying levels—literal, interpretive, critical, and creative.  The 200 cards in this box include both nonfiction and fiction paragraphs that prompt students to answer questions.  

These cards are designed to be used with elementary students.  The readability of the passages is controlled, based on the Flesch-Kinkaid readability statistics (2002).  The readability grade level for each paragraph is noted in the bottom left corner of each card.

These cards are a great tool for informally assessing your students' comprehension skills.  The variety of questions allows you to specifically determine those areas in which more instruction is needed.  We hope these cards will be a helpful addition to your instructional materials.

Abby and Cathy