The Simple View of Reading

Summary

This transcript highlights the importance of the 'Simple View of Reading' research, which asserts that reading comprehension is a result of both decoding (the ability to read words accurately) and language comprehension (understanding the meaning of the words). The speaker emphasizes how teachers should distinguish between decoding issues and language comprehension issues when addressing reading difficulties. Using real-world examples, the speaker showcases how different students may struggle with either decoding or comprehension and how tailored interventions are crucial for improving their reading skills.

Takeaways

• 😀 The Simple View of Reading is a crucial research concept that divides reading into two components: decoding and language comprehension.
• 😀 Strong reading comprehension requires both accurate decoding skills and a solid understanding of the language and background knowledge.
• 😀 Decoding is the ability to accurately read words, while language comprehension involves understanding what those words mean in context.
• 😀 The Simple View of Reading has been widely researched since its proposal in 1986 and is considered the most important research on reading.
• 😀 Teachers often lack knowledge of the Simple View of Reading, which leads to ineffective reading interventions and a one-size-fits-all approach.
• 😀 Students' reading difficulties can stem from issues with decoding, language comprehension, or both. Identifying the root cause is key for effective intervention.
• 😀 Decoding can be taught and mastered through targeted interventions, but language comprehension is more complex and requires a broader range of interventions.
• 😀 Language comprehension can be broken down into vocabulary and background knowledge or reasoning and syntax. Addressing these issues requires different approaches.
• 😀 In teaching, decoding should be prioritized until it's strong, and teachers should avoid letting students guess words or skip them.
• 😀 A simple diagnostic approach to identify whether a student struggles with decoding or language comprehension can help guide the right interventions.
• 😀 Reading comprehension issues can appear similar on the surface, but the underlying causes can be very different, requiring distinct strategies to address each student's needs.

Q & A

What is the simple view of reading, and why is it considered important?

The simple view of reading suggests that reading comprehension consists of two components: decoding and language comprehension. Decoding is the ability to read words accurately, and language comprehension involves understanding the meaning of words. This model is considered important because it clarifies the skills necessary for reading comprehension and has been proven through extensive research.

How does decoding impact reading comprehension?

Decoding is crucial because it allows readers to accurately identify words. Without strong decoding skills, readers cannot process text effectively, regardless of their understanding of the content. A person who can decode but lacks language comprehension won’t understand what they are reading, even if they can pronounce the words correctly.

What role does language comprehension play in reading?

Language comprehension is essential for understanding the meaning behind the words. Even if a person can decode words perfectly, without comprehension of the words’ meanings, they will not be able to achieve reading comprehension. Strong language comprehension is needed to make sense of what is being read.

What is the significance of separating decoding and language comprehension when assessing reading difficulties?

By separating decoding and language comprehension, educators can more effectively identify whether a student's struggle is due to decoding issues, language comprehension issues, or both. This distinction helps tailor interventions that address the specific areas where the student is struggling, leading to more effective support.

What does it mean when a student is classified as a Tier 2 student?

A Tier 2 student is someone who has a mild reading difficulty but does not have severe problems. These students typically need targeted interventions to address specific areas, either decoding or language comprehension, depending on the root of their struggle.

How does a transparent orthography differ from English, and how does it relate to decoding?

In languages with a transparent orthography, each letter consistently represents the same sound, making decoding straightforward. This is different from English, where a single letter can represent multiple sounds. A transparent orthography makes it easier for people to decode words even if they don’t understand the language.

Why is it important for teachers to understand the simple view of reading?

Understanding the simple view of reading helps teachers identify whether a student’s reading difficulties stem from decoding issues or language comprehension issues. This knowledge enables them to implement more targeted interventions, improving the likelihood of the student overcoming their reading challenges.

What approach did the speaker take when working with the ninth-grade special education class?

The speaker differentiated their approach based on the nature of each student's difficulties. Students with decoding issues were given decoding intervention, while those with language comprehension problems received support tailored to their specific weaknesses, such as improving vocabulary or reasoning skills.

How can teachers identify if a student’s problem is related to decoding or language comprehension?

Teachers can assess whether a student’s issue is related to decoding or language comprehension by having the student read a passage and then explain what they’ve read. If the student can decode but cannot explain the content, the issue is likely with language comprehension. If they struggle to decode the words, then the issue is with decoding.

What did the speaker do to address the different types of comprehension issues in their students?

The speaker used a visual approach to help the students describe pictures. For the student with a language comprehension problem, the speaker focused on helping her describe details clearly. For the student who had trouble grasping the overall picture, the speaker guided him to focus on the full context and understanding.