There’s a common belief in reading instruction that once students can decode accurately and fluently, comprehension will naturally fall into place.

It sounds reasonable.
And in some cases, it does appear to work.

But that belief glosses over what comprehension actually is.

One of the biggest misconceptions I see is the idea that comprehension is just another reading skill - something we can teach the same way we teach phonics or phonemic awareness.

But comprehension doesn’t work like that.

It isn’t a single skill you “master” and then apply everywhere.
It depends on what you’re reading, why you’re reading it, and what you already know about the topic.

In other words, comprehension is complex.

In my newest YouTube video I share why it’s possible for students to read fluently, sound confident, and still walk away with very little understanding of what they read.

If that feels familiar, this video will help you see why - and what comprehension actually requires.

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Watch the video here.

More coming soon on what we can do instructionally to support comprehension - because no, it does not simply happen on its own.

Anna Geiger, M.Ed.

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P.S. On Saturday, February 7, I’m hosting a live workshop called Building Comprehension from the Ground Up. This will be different from my typical webinars. It’s a smaller, more focused group, and the goal is very practical. You’ll walk away with specific tips and tools you can implement with your students on Monday. Get your ticket here.​