| The proportion of children with a reading | | | | capacity system for the simultaneous storage and |
| comprehension level well below their intelligence | | | | processing of information). In summary, research |
| level is between 2 and 4.5% in the United States. | | | | has yet to be able to identify a specific area of |
| Comprehension difficulties may arise from | | | | deficit for comprehension difficulties. We only |
| difficulties at the level of single words. If readers | | | | know that it is "Part 2" of the Reading Disorder |
| do not recognize words sufficiently, quickly, and | | | | phenomenon. |
| automatically, the processing necessary for word | | | | Studies have found that teachers spend little time |
| recognition burdens memory and thus reduces | | | | using practices that actually teach reading |
| available resources necessary for comprehension. | | | | comprehension. Time is often spent assessing |
| In other words, this "bottle neck" theory purports | | | | children and assigning worksheets targeting |
| that even when decoding is accurate, but slow | | | | decoding and reading skills at the word and |
| and effortless, comprehension will be | | | | sentence levels. It is far less frequent to witness |
| compromised. | | | | the actual teaching of comprehension in a |
| Some children with learning disabilities have a | | | | classroom. More tools are needed to be available |
| greater tendency to incorporate personal, | | | | for teachers to help students with this goal. |
| irrelevant background knowledge into their text | | | | Visual imagery is an effective tool to teach |
| representations which may lead to poorer | | | | reading comprehension. It can be used individually, |
| identification of the central theme of the story. | | | | with small groups, or with large groups. Teaching |
| Studies suggest that good and poor | | | | students to "Make a movie in their head" actually |
| comprehenders may differ on tasks which require | | | | helps them translate the text into graphic visual |
| heavier demands on working memory (a limited | | | | information. |