This episode of Learning Unboxed Podcast focused on rethinking the role of strategy instruction in learning to comprehend, as part of a series based on the book "Shifting the Balance: Six Ways to Bring the Science of Reading into the Upper Elementary Classroom". The discussion emphasized how comprehension is an outcome, not a skill, that continues to develop as vocabulary and background knowledge expand. The learning facilitators highlight the importance of considering all the cognitive processes involved in reading, from word recognition to language comprehension. 
 
The podcast discussed the Active View of Reading model, which shows how executive functioning skills, such as motivation and strategy use, play a crucial role in learning to read. The model also highlights the importance of fluency in lightening cognitive load and facilitating deep, critical thinking about the text. 
 
One misunderstanding addressed was that students need multiple strategies to comprehend well. The hosts argued that it's more important to spend time on background knowledge, vocabulary, working memory, and understanding text structure. They also discussed the strategic, high leverage thinking moves identified in the book that can unlock comprehension across any text.

Links
Reading Models – Active View of Reading & Scarborough’s Reading Rope  

• https://www.readingrockets.org/reading-101/how-children-learn-read/models-reading  

Executive Skills and Reading Comprehension: A Guide for Educators (Second Edition) by Kelly B. Cartwright 

• https://a.co/d/0ecgQEXV  

 The Reading Strategies Book 2.0: Your Research-Based Guide to Developing Skilled Readers by Jennifer Serravallo 

• https://a.co/d/0a3TVh1v  

 The Six Shifts

• https://thesixshifts.com/  

 Cognitive Load Theory  

• https://www.learningscientists.org/blog/2017/12/10/weekly-digest-89?rq=cognitive%20load%20theory 


• https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2017-cognitive-load-theory.pdf  


• https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/cognitive-load-theory-in-practice