Finding the Main Idea of a Story
Finding the main idea of a story can be challenging for kids. Let’s talk about why that might be the case, and what you can do to help.
Identifying the main idea is a challenging skill, and I see it come up time and time again with kids who have language and/or executive function deficits. Why is that the case? What makes identifying the main idea so challenging? And, is it actually an important skill?
A main idea is sometimes referred to as the topic, central message, and theme, among other names; however, we won’t get into the differences between these terms today. When I talk about the main idea, I am using it as a term to describe the big idea the text is trying to convey. We can determine the main idea of written information whether we are reading a narrative or expository piece and whether the piece is short or long. A narrative is a story, whether fiction or nonfiction, and expository writing gives information, which may be presented as compare and contract, problem/solution, descriptive, etc.
Determining the main idea requires numerous skills. First, adequate decoding skills are necessary to read the words on the page. When kids can fluently decode words, they are better able to comprehend what they have read. Once children are able to decode, students need to make connections to their background knowledge, infer information not explicitly stated, differentiate between important information and supporting/exciting details, and synthesize information. That is a lot to happen while reading!
Why is finding the main idea important?
Is it really that important? Yes! We want children from about second grade onwards to be able to identify the main idea, per the American Speech-Language Hearing Association (ASHA). Now that we know the skills involved in getting to the main idea, we can see how identifying it reflects the development of numerous underlying skills. When a child identifies the main idea, they demonstrate that they understand what the article or story is all about. Now, just because a second grader can identify the main idea in the latest Dog Man book does not mean that same second grader can identify the main idea in an Emily Dickenson poem. Background knowledge and reading fluency are the keys to being able to identify the main idea. According to the simple view of reading, both reading fluency and language comprehension are critical for good reading comprehension (Gough & Turner, 1986.)
Here’s an example from The Problem with Finding the Main Idea (2019): “The crucial moment had arrived: Readiness was all. But how could the googly have been anticipated? Still less, the absurd positioning of the silly mid-off - which turned out to have been a brilliant move, perfectly judged given the scenario that unfolded to my chagrin. Out, and out in a way that was in equal measure humiliating to me and a source of great amusement to others. The wicket was taken, and all was lost.”
If you ask an American high schooler to describe the main idea from this passage, they more than likely would be unable to do so. However, if you ask a British or Australian teenager to complete the task, they would do so with ease. The reason, context! (If you were struggling with the main idea in this example, you are not alone! The passage is about the game of cricket.)
So, what can caregivers do?
As a caregiver, one of the most important things you can do with your child is to engage. When you are working with your child, and they are unable to identify the main idea of the passage, first consider how fluently they read the passage. Was your child struggling to sound out many of the words? If that is the case, your child may be spending more effort on decoding the words than comprehending the text. Depending on your child’s age, this may be age-appropriate. Reach out to us if you think your child might be behind in decoding.
If they do read fluently, is this a topic your child knows a lot about? If not, give them some more information. For example, when reading an article about the coliseum, open up Google Earth to show them where it is and what it looks like. Talk about some of the unfamiliar vocabulary words in the text.
Finding the main idea can be challenging, especially for kids with learning differences. Identifying underlying challenges, such as inferencing, decoding, or background knowledge can be key to building this skill.
Keep an eye out for our blog posts on background knowledge and vocabulary development!
References
Chang, Y., & Choi, S. (2014). Effects of seductive details evidenced by gaze duration. Neurobiology of learning and memory, 109, 131-138.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10.
Shanahan, T. (2020, May 27). Dazed and Confused: The Main Idea of Main Ideas. Retrieved December 02, 2020, from https://www.readingrockets.org/blogs/shanahan-literacy/dazed-and-confused-main-idea-main-ideas
Shanahan, T. (2020, May 27). How Do I Teach Main Idea? Retrieved December 02, 2020, from https://www.readingrockets.org/blogs/shanahan-literacy/how-do-i-teach-main-idea
Steiner, D., Magee, J., Jensen, B., & Button, J. (2019). The Problem With “Finding the Main Idea”.
Summary of the Systematic Review. (n.d.). Retrieved December 02, 2020, from https://www2.asha.org/articlesummary.aspx?id=8589981641
Your Child's Communication: Second Grade. (n.d.). Retrieved December 02, 2020, from https://www.asha.org/public/speech/development/secondgrade/