The Simple View of Reading

The Simple View of Reading was first proposed about forty years ago and is still widely accepted today. It notes that both word recognition and language comprehension contribute to reading comprehension. To illustrate, Gough and Tunmer used the example of learning a new language. An English speaker might be able to decode, say, Italian words, they reasoned, but that doesn’t mean they can understand the language well enough to be a skilled reader of Italian. On the other hand, a five-year-old child who speaks fluent Italian might comprehend the language quite well, but that doesn’t mean they are a skilled reader either. Over time, the model developed into this:

Reading Comprehension (RC) = Word Recognition (WR) x Language Comprehension (LC)

The values of WR and LC exist on a scale of 0 (“nullity”) – 1 (“perfection”). Both are vital for reading comprehension. Both must receive focused instruction, and both can be used to conceptualize their impact on reading comprehension. For example, even an excellent decoder will not become a skilled reader with weaknesses in language comprehension.

 0 (RC) = 1 (WR) x 0 (LC)

Conversely, a student who struggles with word recognition will not be able to comprehend a text even with superior language comprehension skills.

0 (RC) = 0 (WR) x 1 (LC)

Or, more likely, a student will require instruction in both areas in order to comprehend what they read.

0.36 (RC) = 0.6 (WR) x 0.6 (LC)    .21 (RC) = 0.3 (WR) x 0.7 (LC)

This conceptual framework demonstrates the importance for educators to understand their students’ skills in both word recognition and language comprehension and offer targeted instruction in each area.

References

• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
• Hoover, W. and Gough, P. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160.