A New Priority: Comprehension Intervention in the Primary Grades

Katherine A. Dougherty Stahl

Research output: Contribution to journalArticlepeer-review


Teachers in primary classrooms who are emphasizing high-level comprehension of complex texts are seeing young children hit comprehension thresholds that were previously only visible among older readers. However, most primary level reading interventions focus on word recognition skills or reading increasingly difficult leveled texts. This article describes the assessment procedures needed to identify the children who need additional support and to diagnose their specific comprehension needs. It also describes research-validated protocols for improving narrative comprehension and informational text comprehension.

Original languageEnglish (US)
Pages (from-to)627-631
Number of pages5
JournalReading Teacher
Issue number6
StatePublished - May 1 2016


  • 1-Early childhood
  • 2-Childhood
  • Diagnostic
  • Questioning
  • Retelling

ASJC Scopus subject areas

  • Language and Linguistics
  • Pharmacology
  • Linguistics and Language
  • Pharmacology (medical)


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