The simple view of reading and literacy acquisition
Reading can be represented as two interdependent processes – word recognition (decoding) and language comprehension.
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The simple view of reading
The simple view of reading
Learning to read consists of developing skills in two critical areas:
- Word recognition – recognising words quickly and accurately
- Comprehension – understanding the language being read.
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Scarborough’s Reading Rope
Scarborough’s Reading Rope
Scarborough’s Reading Rope allows us to ask which strands in the simple view of reading need strengthening.
![11784 [Scarboroughs-reading-rope.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Scarboroughs-reading-rope__ScaleMaxWidthWzEwODZd.png)
Word recognition
Word recognition
Teach these skills explicitly to all learners, particularly learners with dyslexia.
To build word recognition skills, provide:
- explicit instruction in alphabetic coding skills
- opportunities to practise and receive feedback on using alphabetic coding skills while reading.
To build alphabetic coding skills, focus on teaching:
- the alphabetic principle
- letter knowledge
- phonemic awareness
The building blocks of reading comprehen­sion
The building blocks of reading comprehension
These five components, defined by the National Reading Panel, lead to successful reading.
![11781 [Screen-Shot-2020-06-17-at-2.07.41-PM.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Screen-Shot-2020-06-17-at-2__ScaleMaxWidthWzEwODZd.07.41-PM.png)
The goal of reading
The goal of reading
Reading comprehension is not the end-goal of reading; learning, understanding, wondering, and enjoyment are some of reading’s true goals.
Useful resources
Useful resources
The simple view of reading
Read time: 20 min
This article explains Gough and Tunmer’s simple view of reading. It contains a video, definitions, and important findings from research.
Publisher: WETA Public Broadcasting
Put reading first: The research building blocks of reading instruction
This guide contains five sections identified in the National Reading Panel Report: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section defines the skill, reviews the evidence from research, suggests implications for classroom instruction, describes proven strategies for teaching reading skills, and addresses frequently raised questions.
Publisher: National Institute for Literacy (NIFL)
Download PDF
Ending the reading wars: Reading acquisition from novice to expert
Read time: 160 min
This research paper provides a comprehensive review of the science of learning to read. It covers earliest alphabetic skills to word recognition and skilled text comprehension. It includes an explanation of why phonics instruction is central to learning and a review of research, with information on how phonics informs effective classroom practice.
Publisher: SAGE Publications
Next steps
More suggestions for implementing the strategy “Understanding dyslexia and literacy acquisition”:
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Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
- Structured Literacy
- Learning the code
- The simple view of reading
- Building fluency
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
