Shanahan on Literacy Don’t Confuse Reading Comprehension and Learning to Read (and to Reread)
Oct 25, 2025
Explore the fascinating distinction between reading comprehension and the learning process. Discover whether immediate comprehension or long-term reading ability should guide instructional choices. A teacher's inquiry sparks a discussion about text difficulty and its impact on fluency. Learn why some research suggests that simpler texts may not enhance learning. Unlock the power of complex texts as opportunities for skill development. Uncover how rereading can significantly boost comprehension and memory, especially when guided effectively.
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Teacher's Question Sparks The Distinction
- A teacher asked whether using grade-level harder texts was harmful because studies show lower immediate comprehension.
- Timothy Shanahan responded that the question conflated comprehension performance with instructional objectives.
Comprehension And Learning Are Distinct
- Comprehension of a text and learning to read are different goals with different implications for instruction.
- Choosing texts depends on whether you want immediate understanding or long-term reading improvement.
Use Challenging Texts To Build Skill
- If your goal is to improve students' reading ability, use challenging texts that stretch skills rather than only easy texts that guarantee comprehension.
- Teach supports and strategies so learning on harder texts will generalize to future reading.