Welcome back to Literacy Listens, the podcast where we dive into all things listening comprehension and its powerful role in literacy development. In this episode, Amber and Brian, unpack what “deep” comprehension looks like. Using the example of student understanding of a classic tale, they contrast literal recall with deeper, inferential comprehension. Listeners will learn how to guide students from surface-level understanding into deeper waters, where they connect text to their own knowledge and experiences. Key Takeaways What is Deep Comprehension? The ability to make inferences and connections beyond literal text Involves understanding character motivations, emotions, and underlying meanings Requires connecting text to prior knowledge and personal experiences Why the Shallow/Deep Distinction Matters Both shallow and deep comprehension are valid but serve different purposes Deep comprehension allows students to access complex ideas and themes Practical Classroom Applications The "pond analogy": surface-level vs. beneath-the-surface understanding Scaffold inferential thinking with sentence starters and modeling Asking students "why" and "how" questions can prompt deep thinking Read-alouds and discussions are useful vehicles to focus on comprehension-building Episode Chapters: 0:00 - Intro music: "Behind the Curtain"  0:21 - Welcome and introduction to shallow vs. deep comprehension  1:20 - Contrasting shallow vs. deep student responses  2:30 - Understanding the comprehension continuum  3:45 - The pond analogy: Surface vs. depth understanding  4:20 - Practical strategies for moving beyond surface questions  5:30 - Scaffolding inferential thinking for young students  6:15 - Emphasizing process over "right answers"  7:00 - Reflective question for educators 7:30 - Preview of next episode on listening comprehension complexity  8:10 - Closing remarks and resources  8:42 - Outro music: "Behind the Curtain" Resources: Website: (https://www.listeningcomprehension.org/) Organization: Read Charlotte (https://www.readcharlotte.org/) Platforms: Available on Spotify, Apple Podcasts (Coming Soon), and YouTube Production Notes Voices: AI-generated Script developed with AI technology support Content reflects research curated by Read Charlotte References Kim YG, Petscher Y. Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension). Ann Dyslexia. 2021 Jul;71(2):218-237. doi: 10.1007/s11881-020-00208-8. Epub 2020 Nov 13. PMID: 33185848; PMCID: PMC8116353. Kim, Y. G., & Petscher, Y. (2021). Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension). Annals of Dyslexia, 71(2), 218–237. Kim, Y.S. G., Wolters, A., & Lee, J.W. (2024). Reading and writing relations are not uniform: They differ by the linguistic grain size, developmental phase, and measurement. Review of Educational Research, 94(3), 311-342.  Kim, Y. S. G. (2023). Simplicity Meets Complexity. Handbook on the Science of Early Literacy, 9-22. Available online ⁠here⁠.