ABSTRACT
To ‘comprehend’ something is to grasp and to understand it and the term also conveys some notion of breadth and of embracing a subject or a situation. This chapter explains a framework for analysing comprehension in which it is seen as a process whereby information is transformed from one kind of representation to another. I look at difficulties with comprehension, considering, in turn, attention, problems in discriminating sounds, understanding the grammar of utterances, and difficulties related to cognitive skills. The chapter considers the identification and assessment of comprehension difficulties in terms of Foundation Stage assessments, National Curriculum expectations, liaison between the teacher, the SENCO and the SALT, formal assessments, and medical identification.
