Season 9, Episode 4
Comprehension is not a skill, with Hugh Catts, Ph.D.
In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths about what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related concepts, such as the Simple View of Reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.
Meet our guest(s):
Hugh Catts, Ph.D.
Hugh Catts’s research interests include the early identification and prevention of reading disabilities. He is a former board member of the International Dyslexia Association and former president of the Society for the Scientific Study of Reading. He has received the Samuel T. Orton Award, the International Dyslexia Association’s highest honor, and the Honors of the Association Award from the American Speech-Language-Hearing Association, for his career contributions in these disciplines. His current research concerns the early identification of reading and language difficulties and the nature and assessment of reading comprehension problems.
Meet our host, Susan Lambert
Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.
As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.
Transcripts and additional resources
Show notes:
Read: Rethinking How to Promote Reading Comprehension by Hugh Catts
Submit your literacy questions for a chance to win!
Read: The Simple View of Reading: Advancements and False Impressions by Hugh Catts
Quotes
If you learn how to swim, you can swim in a lake, a pool, an ocean, whatever. But that’s not the case for comprehension. You can’t learn to comprehend and then take that out into different situations for different purposes. You can learn some things that will help you, but in general, it’s the topic and purpose that are going to impact how well you understand something.
–Hugh Catts, Ph.D.
If I was going to define comprehension, it’s not a single thing. I mean, that’s the problem. We want it to be a single thing, but it depends upon what you’re reading and why you’re reading it.
–Hugh Catts, Ph.D.
What comprehension is is the interaction of what you bring into that reading situation and what you already know about it, and your motivation and purpose to comprehend it.
–Hugh Catts, Ph.D.
There’s just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It’s kind of like a cubby hole that you put the mail in, in an office.
–Hugh Catts, Ph.D.