how do we use explicit and systematic instruction to support each component of the simple view of reading?

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Learning to Read: “The Simple View of Reading”

Learning to Read: “The Simple View of Reading”

The Simple View of Reading

Learning to read consists of developing skills in two critical areas: (1) Reading each word in texts accurately and fluently and (2) Comprehending the meaning of texts being read. This is known as the Simple View of Reading.

To read words accurately and fluently, students need strategies to read words they have never seen before in print as well as words they have previously encountered. To understand the meaning of texts, students must have sufficient language comprehension skills. For example, if a text says, "the little dog barked at the big cat," a proficient reader must be able to read each word accurately and also know what the words mean in this specific sentence.

Learning these skills does not come naturally. Both accurate word reading and text comprehension require careful, systematic instruction. And, once formal reading instruction begins in school, instruction in both of these areas should occur on a daily basis.

Accurate, Fluent Reading

Reading words accurately is complex: it requires the integration of visual, auditory, and cognitive skills. For example, reading the word “cat” accurately in print requires the following:

Seeing each letter (three different letters in “cat”—visual acuity);

Producing the sound each letter makes (in “cat,” each letter makes a distinct sound—auditory perception);

Putting the individual sounds together to pronounce the word (the three sounds are put together quickly to produce “cat”—a cognitive skill).

Fluency improves as students become familiar with seeing the same words in print over and over. They begin to recognize these words automatically and can pronounce them quickly and easily.

Reading words accurately with increased fluency helps set the stage for figuring out what the text means. Reading “dig” for “dog” or “baked” for “barked,” or not having any idea how to accurately read or decode these words hinders comprehension.

Comprehending the Meaning of Text

To understand the example sentence about “dogs and cats,” students must know what dogs and cats are. They must know what “bark” means and understand that “little” and “big” refer to size concepts.

Background knowledge also assists comprehension. Understanding will be improved if students know something about why a dog might bark at a cat (which the sentence does not say explicitly). Students might also sense the irony of a little dog barking at a big cat.

Conclusion

Reading involves a complex integration of skills. Proficient readers seem to make the process look effortless, but reading instruction for all students requires systematic instruction in both word reading and comprehension. For students in the early stages of reading, or for those who struggle, reading is particularly difficult and requires careful instruction and intervention. Problem areas must be determined, and instruction and intervention to address these areas must be carefully planned and delivered.

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Suggested Citation

Baker, S.K., Fien, F., Nelson, N. J., Petscher, Y., Sayko, S., & Turtura, J. (2017). Learning to read: “The simple view of reading”. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org

References

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.

Gough, P.B. & Tunmer, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

National Reading Panel (U.S.), & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel: Teaching children to read : an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: reports of the subgroups. Washington, D.C.: National Institute of Child Health and Human Development, National Institutes of Health.

Snow, C.E., Burns, M.S., & Griffin, P. (eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

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Abstract

Learning to read consists of developing skills in two areas: accurate, fluent reading and comprehending the meaning of texts. Learning these skills does not come naturally. Both accurate word reading and text comprehension require careful, systematic instruction.

Lead Author:

Scott K. Baker, Ph.D.

Topic: Beginning Reading Audience: Schools & Districts

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Source : improvingliteracy.org

What is Systematic and Explicit Phonics Instruction?

Here is Reading Horizons Teacher Trainer, Shantell Berrett, explaining what systematic and explicit phonics instruction entails, and how it is different from implicit phonics...

What is Systematic and Explicit Phonics Instruction?

Here is Reading Horizons Teacher Trainer, Shantell Berrett, explaining what systematic and explicit phonics instruction entails, and how it is different from implicit phonics:

KEY POINTS:

Phonics instruction in and of itself isn’t necessarily effective. If phonics instruction simply includes an alphabet soup of sounds, a piecemeal approach, unorganized… it won’t help struggling students gain neccessary reading skills.

Explicit Instruction

The way that working memory issues effect the way struggling students interpret sounds and their visual representations requires that they receive instruction that logically builds from the smallest concept to more complex concepts. That’s what explicit phonics means—that we start with the simplest sound in a word and then build out from there - from patterns to syllables and then the whole word. Explicit phonics is a key component in the broader structured literacy approach.

Implicit phonics, which research has shown is not as effective as explicit phonics, implies that students are taught to look at a word and try to use context to figure it out. If they can’t figure it out from context, then they come back and go from whole to part, whereas, explicit phonics teaches students to read words from part to whole.

Systematic Instruction

Research has found that students that struggle with reading have working memory issues—thus, the ability to filter, categorize, and prioritize information is very difficult for struggling students. Thus, instruction needs to filter, categorize, and prioritize information for them. They need systematic instruction that guides them through each phonetic and decoding skill using a step-by-step, logical sequence.

Learn More:

To become more informed in and even improve your reading instruction, visit the Reading Horizons Reading Strategies Homepage. There, you’ll be able to access valuable resources on the site, including the What is Decoding?, Reading Workshop, and the List of Reading Strategies sections.

Source : www.readinghorizons.com

The Simple View of Reading

The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student’s reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.

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The Simple View of Reading

By: Linda Farrell, Michael Hunter, Marcia Davidson, Tina Osenga

The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student’s reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.

Introduction

In spite of its importance in the world of reading research, many practicing educators do not know about the Simple View of Reading. It is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. The Simple View formula has been supported and validated by a number of research studies. Understanding the formula will help educators with assessing reading weaknesses and providing appropriate instruction.

The Simple View formula presented by Gough and Tunmer in 1986 is:

Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC)

The Simple View formula and supporting studies show that a student’s reading comprehension (RC) score can be predicted if decoding (D) skills and language comprehension (LC) abilities are known. Notice that D and LC are not added together to predict RC. They are multiplied. In the Simple View formula, the values of D and LC must be between 0 and 1 (or 0% and 100%). A score of 0 means no skill or ability at all and 1 indicates perfection. (Examples of how the formula works are presented later in this article.)

Gough and Tunmer (1986) proposed the Simple View of Reading to clarify the role of decoding in reading. Many educators did and still do believe that strong decoding skills are not necessary to achieve reading comprehension if language abilities are strong. Beginning and struggling readers are often taught to compensate for weak decoding by guessing an unfamiliar word based on the first letter or the picture, then asking themselves if the word makes sense after reading the sentence. In contrast, when decoding is the focus of instruction students are taught to sound out unfamiliar words using all the letters and to practice reading accurately until an adequate reading rate is achieved, along with accurate decoding.

This article discusses the following so that educators can take advantage of the Simple View of Reading to help all students achieve their maximum reading potential.

1. The Simple View formula makes clear that strong reading comprehension cannot occur unless both decoding skills and language comprehension abilities are strong.

We must teach students to decode expertly as early as possible. When students can decode expertly, their reading comprehension capabilities equal their language comprehension abilities.

We must provide students with strong content knowledge in many domains at all grade levels in order for them to develop adequate language comprehension abilities.

2. Intervention for struggling readers is effective only when it addresses the student’s specific weakness, which may be decoding, language comprehension, or both.

Intervention instruction focused on developing content knowledge or comprehension strategies will benefit struggling readers only they have a weakness in language comprehension.

Struggling readers of all ages can have decoding weaknesses; explicit instruction in decoding will be necessary to improve their reading comprehension.

3. Decoding and language comprehension skills are separable for both assessment and teaching, although both are required to achieve reading comprehension.

Scores from reading comprehension (RC) assessments are not enough data to identify students’ whether a student’s specific area of weakness is D or LC (or both) with certainty.

Assessment for students of all ages must supply enough information to specifically identify decoding skills and language comprehension abilities.

4. The Simple View of Reading is a mathematical formula with three variables. If we have two variables, the third can be estimated using the formula.5. The Simple View of Reading is supported by scientific research.

Why the Simple View of Reading is so important for teachers to understand and apply in their reading instruction

In the video clip below, reading expert Linda Farrell (co-author of this article) talks about the Simple View of Reading. This interview is part of the Reading Rockets special video series, Looking at Reading Interventions. In this series, you can see Ms. Farrell working one-on-one with K-3 students, helping them to master phonological and decoding skills.

Definitions

Decoding (D) is defined as “efficient word recognition” (Hoover & Gough, 1990). This definition goes beyond the traditional definition of decoding as the ability to sound out words based on phonics rules. The meaning of decoding expands to include fast and accurate reading of familiar and unfamiliar words in both lists and connected text (Gough & Tunmer, 1986).  For the first Simple View studies, students read a list of pseudowords to assess decoding.

Source : www.readingrockets.org