"He Reads It But Doesn't Remember It"
A 2004 study looked at children who read fluently and accurately. They were still "poor at understanding what they have read." The study was small. We hold no study that shows trouble understanding is a memory problem. In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.
TL;DR
- In our view, the question may be understanding, not remembering. A child can read the words well and still not understand them. We hold no study that shows this is a memory problem.
- A 1986 model of reading names two parts: reading the words, and understanding the language. A child can do the first well and still not understand. It is a model, not a study.
- A 2004 study looked at children who read fluently and accurately. They were still "poor at understanding what they have read." The study was small. Another small study followed children like these (Cain and Oakhill, 2006). The authors judged that one shared cause was unlikely.
- In our view, ask about the page while the book is still open. Ask what it was about, in your child's own words. Write down what your child says. These steps are our own practice. We hold no study that tests them.
- In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.
Remembering or understanding?
In our view, the question may be understanding, not remembering.
A 1986 model of reading names two parts (Gough and Tunmer, 1986). One is reading the words. The other is understanding the language. A child can do the first well and still not understand. It is a model, not a study.
What two small studies found
One small study looked at children who read fluently and accurately (Nation and colleagues, 2004). They were still "poor at understanding what they have read." Their spoken language was weaker too. None had been picked out before as having a reading or language difficulty.
Another small study followed children like these over several years (Cain and Oakhill, 2006). The authors judged that one shared cause was unlikely. Both studies were small.
A child can read the words well and still not understand them. We hold no study that shows this is a memory problem.
Asking about the page
- In our view, ask about the page while the book is still open.
- Ask what it was about, in your child's own words.
- Write down what your child says.
These steps are our own practice. We hold no study that tests the steps on this page. That is a gap in what we hold, not a finding that they do not work.
Our page on reading comprehension activities has activities to try.
Asking for a reading evaluation
In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.
When to ask for help
Each of these is a reason to ask for help on its own.
- Little change, even with steady practice and good teaching.
- Schoolwork well below what school expects.
- A teacher who raises a concern about learning.
- Extreme upset about schoolwork.
- Complete avoidance of school or learning.
- Hopelessness about learning.
- Sadness or worry that lasts.
- Significant delays in speech, language or motor development.
- A skill that was there and has gone. Our position is that a lost skill goes to a doctor first, not a tutor.
If no skill has gone, start with the teacher. Say what you are seeing at home, and what you have tried. Beyond the teacher, the right person depends on what it turns out to be about. If the work is too hard, someone who works on that school skill. If worry or mood is the thing, someone who works with children's mental health. In our view, delays in speech, language or movement are worth raising with your child's doctor. In our view, if you are worried enough to ask, a professional evaluation is worth asking about.
Any talk of hurting themselves is a same-day call to your doctor or a crisis line.
In the classroom
Some students read the words well and cannot say what the page said. Tell the family.
Two sentences for an email home: "He reads the words well in class. At home, can he tell you what he has read?"
Tonight, after your child reads a page, ask what it was about. Keep the book open while you ask. Write down what your child says. This is a record, not a test.
”What to do tonightWhat to use next
An overview of processing skills. Our work on each runs alongside reading, spelling or math instruction, not in place of it.
Common questions from parents
My child reads a page and remembers nothing. Is it memory?
A child can read the words well and still not understand them. We hold no study that shows this is a memory problem. A 2004 study looked at children who read fluently and accurately. They were still "poor at understanding what they have read." The study was small. In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.
Can a child read the words well and not understand them?
A 1986 model of reading names two parts: reading the words, and understanding the language. A child can do the first well and still not understand. It is a model, not a study. A 2004 study looked at children who read fluently and accurately. They were still "poor at understanding what they have read." The study was small.
He forgets what he read. What should we ask for?
In our view, ask whether the page made sense. A small study followed children who read well but understood little (Cain and Oakhill, 2006). The authors judged that one shared cause was unlikely. In our view, ask for a reading evaluation. Ask that it look at understanding and spoken language, not only words.