Financial:
Crystle Alonzo receives a salary from San Diego State University and received an honorarium for participating in this master class.
Non-financial:
Crystle Alonzo is a founding member of the Implementation Science Study Group (group of CSD scientists interested in learning more about and engaging in D&I Science) and a past member of the ASHA CRISP committee. Dr. Alonzo is a member of ASHA SIG 1.

Reading comprehension is a critical skill for success in school, work, and life. While decoding—the ability to fluently and accurately translate print into spoken language—is fundamental in early reading development, it is only part of the equation. The Simple View of Reading emphasizes that skilled reading results from the combination of decoding and language comprehension. Speech-Language Pathologists (SLPs) are uniquely positioned to contribute to literacy development due to their expertise in the language basis of reading. Their knowledge of how language develops, how to assess language skills, and how to implement effective interventions makes them indispensable in promoting reading success. By collaborating with educators, SLPs can bridge gaps in language comprehension and decoding, ensuring students have the tools they need for proficient reading.

Language comprehension encompasses a broad range of skills that allow readers to understand and engage with texts. These skills are categorized into lower-level and higher-level language skills. Lower-level skills, such as vocabulary and grammar, are essential for understanding individual words and sentences, providing the building blocks for comprehension. Higher-level language skills, however, enable readers to integrate and analyze information, creating a cohesive mental representation of a text’s meaning. Both levels of skills are critical to reading success.

While SLPs are well-versed in addressing lower-level language skills, many may feel less confident in targeting higher-level language skills, such as inferencing, comprehension monitoring, and knowledge of text structure. This hesitancy often stems from training that traditionally emphasizes foundational language skills rather than advanced comprehension processes and a developmental approach that targets language skills in succession instead of in tandem. However, higher-level language skills are crucial for reading success, can advance foundational skills that are not directly targeted, and represent a significant area where SLPs can make a profound impact.

Higher-level language skills, such as inferencing, comprehension monitoring, and knowledge of text structure, are particularly important for developing reading comprehension. Inferencing allows readers to use textual clues and prior knowledge to “read between the lines,” enabling a deeper understanding of character motivations, predictions, and conclusions. Comprehension monitoring involves recognizing when understanding breaks down and using strategies like rereading to repair it. Knowledge of text structures aids readers in navigating narrative and expository texts, enhancing their ability to recall and organize information.

The overarching goal of this presentation is to empower SLPs to confidently assess and intervene in language comprehension, positioning them as key members of the literacy team. By leveraging their expertise, SLPs can help students become skilled, engaged readers.