Science of reading support

Educational research surrounding the science of reading has heightened the need for teaching phonics and specifically decoding. But, as we know from the research conducted by the National Reading Panel, effective reading instruction requires a combination of direct, explicit teaching of all five pillars of literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension.

While each of these components is important and necessary, CompCON focuses specifically on the pillar of reading comprehension. CompCON attendees spend two days learning practical and engaging lessons to deliver explicit, standards-based comprehension instruction.

Dr. Hollis Scarborough’s iconic Reading Rope reveals the essential strands for reading development. While many science of reading initiatives target the Word Recognition strand of Scarborough’s Reading Rope, CompCON addresses the Language Comprehension strand.

As important as it is that students learn how to decode words, they must simultaneously learn how to think about the words they are reading. This requires whole-class, teacher-led instruction on comprehension skills and strategies—and this is the focus of CompCON.

According to the Simple View of Reading formula, both word recognition and language comprehension are necessary to create a proficient reader.

The Simple View of Reading provides an argument for teaching decoding and phonics with intentionality. Likewise, direct instruction on teaching language comprehension is imperative as well.

Consequently, K-12 educators need to have whole-class lessons that target grade-level comprehension instruction—and this is the focus of CompCON.