Simple Comprehension by Moss Wilson

Moss Wilson has a CELTA, a Bachelor of Arts degree with majors in Political Science and English Literature (Victoria University), a Graduate Diploma of Teaching (Primary, University of Auckland) and a Master of Teaching English To Speakers Of Other Languages (First Class Honours, University of Auckland).
Moss authored the idea of Simple Comprehension and published the texts The Rather Boring Book of Comprehension Passages (2019), The Rather Interesting Book of Comprehension Passages (2021), and The Rather Serious Book of Comprehension Passages (2023). Moss enjoys time spent with language, learning, and literacy. He now leads content creation at Simple Comprehension Limited and is very excited about disruptive technology in education.

 

What is Simple Comprehension?

Simple Comprehension ®  references passages with questions, guided by the following characteristics. 

Purpose - Passages are used to engage learners with practised comprehension of text. There is no use of the passage for assessment, measurement, or certification. 

Layout - Questions are not numbered. Numbers can create anxiety and evoke a test mentality for many learners. Passages and questions are on a single page.

Content - The context requires little prior knowledge. Passages are limited to three hundred words. Passages are fiction of three to eight sentences.

Instruction - There are no secondary activities that do not directly challenge and engage comprehension. Passages are not starting points for longer enquiries into topics nor are passages used to teach vocabulary items or points of grammar. 

Why Simple Comprehension?

Information moves fast and we are required to access, process and act on text ever-more quickly. Comprehension of text is necessary and valued. Learners who master comprehension will go on to succeed academically and professionally. 

Many resource texts for learners today mix in vocabulary, grammar, and extension tasks. These may develop linguistic knowledge and be quite engaging, but they can also fail to develop the core thinking skills associated with comprehension. Teacher-fronted instruction and knowledge-based learning must always be balanced by time given to the learner to read, explore, understand, and comprehend. Simple Comprehension has been designed to support the engagement of learners with the simple act of reading to comprehend. 

Years working with a range of learners has highlighted to me the importance of regular engagement with text, matched by a focus on comprehension.  Reading as an activity to develop comprehension itself is uncommon. Oftentimes comprehension activities are reduced and limited to a test or assessment. Testing can result in a negative attitude toward reading in general, as well as a failure to develop positive reading strategies and behaviours. In an English language learning context this can be reduced to a focus on discrete points of text, for example comprehending with a focus on vocabulary items or a grammatical form. For native speakers reading comprehension often takes a literary or textual focus, reading for an argument, tone or style. Think of a highschool class that reads Shakespeare to engage with a theme, or a primary school project that reads about the environment to engage with the topic of pollution. Rarely, for both second language learners and native speakers is comprehension itself a standalone activity beyond early years literacy programs. Yet, comprehension is a skill and competency in itself!  

Which learners become successful readers?

Those who read and in doing so,

- Positively engage with the act of reading

- Value the process and experience of reading

- Adopt and practise reading strategies

- Derive satisfaction from reading

If Simple Comprehension sounds like a good match for your learner and you wish to begin tuition do get in touch, purchasing a lesson here.

Regards, 

Moss Wilson