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We would like to thank Nell K. Duke and Kelly B. Carwtright for granting permission for The Missouri Reader to reprint the abstract below, along with selected tables. We also thank them for allowing us to provide a link to the full article.
Sam & Glenda-The editors of The Missouri Reader
Here is a link to download the pdf of the full article. That pdf will have clearer pictures of the tables and the complete text of the article:
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/rrq.411
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ABSTRACT
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self-regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students’ reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions
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development in classrooms and intervention
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