Forfattere
Hanne Næss Hjetland, Ellen Irén Brinchmann, Ronny Scherer & Monica Melby-Lervåg.
Abstract
Determining how to provide the best instruction to support children’s reading comprehension requires an understanding of how reading comprehension actually develops. Understanding the development of reading comprehension and its precursors can help us develop hypotheses about what effective instruction must comprise to facilitate well-functioning reading comprehension skills. To promote our understanding of this process, this review summarizes evidence from observations of the development of language and reading comprehension from the preschool years into school.