What is the Simple View of Reading?

The Simple View of Reading (SVR) is a conceptual framework that is broken down into two components: decoding and language comprehension. Both of these components are important for both teaching and assessing a student’s progress in reading.

Introduction to the Simple View of Reading

A student who can decode words but demonstrates poor reading comprehension may struggle to understand the overall message of the text they are reading. On the other hand, a student who has great reading comprehension (considered a skilled reader) but poor decoding skills may have difficulty reading the words in the text. Therefore, the student must have both word comprehension and reading comprehension skills to be a successful reader.

Theoretical Background

The SVR model was introduced by researchers Philip Gough and William Tunmer in 1986. They developed it to provide a clear understanding of the reading process by simplifying it into two essential components: decoding and language comprehension. The SVR model counters the idea that reading is either solely about phonics or comprehension because it shows both are equally important.

The SVR Formula

The SVR formula is mathematically expressed as Reading Comprehension = Decoding × Language Comprehension. It shows that reading comprehension is the product of both decoding and language comprehension skills. If either component is weak, reading comprehension will be affected.

Effective Instructional Strategies for the Simple View of Reading

Effective strategies include:

• Explicit Instruction: Explicit instruction is executed with the understanding that students will not naturally come to their own conclusions about literacy instruction. Therefore, instructors should maintain continuous and direct interaction with their students.
• Systematic Instruction: The organizational structure of lesson planning plays a tremendous role in reading literacy. Instructors should ensure their lesson plans are linear and flow logically from one point to the next.
• The Gradual Release of Responsibility Model: This strategy follows the structure of “I do, you do, we do.” This concept slowly releases the instructor’s responsibility until the students are performing various tasks independently and then collaborating with other classmates over time.
• Student-Led Teaching: One of the best ways to reinforce a concept is to teach it. This strategy is an effective method for students as it forces them to recall information and use critical thinking to create their own plans to teach the concept to fellow classmates.
• Modeling: Modeling is similar to the gradual release of responsibility model where the instructor demonstrates the concept to the class and the students repeat it. This encourages student engagement and allows the instructor to assess needs.
• Probing: Probing is an effective strategy in both teaching and assessing students. It checks the student’s engagement and understanding of the text without feeling like a “pop quiz.” In probing, the teacher asks students questions like:
  
• What stood out in the text?
• What is something you learned that you did not know before reading the text?
• What confused you about the text? 
• Guided Practice: Guided practice can be categorized as the “we do” component of the gradual release of responsibility model, referenced above. It is the transitional component of teaching where the instructor steps back from the students and allows them to take more control of their learning. 
• Immediate Corrective Feedback: Immediate feedback helps students by meeting needs and correcting errors as soon as they occur. 
• Independent Practice: Independent practice can be naturally included in a lesson plan by encouraging students to “read to themselves” for a select amount of time in class or at home. This allows students to personally interact with the text and implement the lessons they’ve learned on their own. 
• Reviewing: Reviewing is a critical component of literacy instruction because it helps students process, retain, and solidify the information they learn. 
• Progress Monitoring: Progress monitoring is helpful for students and teachers. For the student, it can serve as motivation to continue improving and growing in reading. For the instructor, it serves as a systematic and timed gauge of their students’ strengths, weaknesses, and improvements over time. 

Practical Application and Impacts of the Simple View of Reading

SVR is essential in educational settings because it provides clarity for designing balanced reading programs and diagnosing reading difficulties. For instance, a case study documented by UK Literacy Association features *Amelia, a student with below-average decoding skills but strong comprehension. Her instructor used various strategies, such as phonics and word alternatives, to address her decoding challenges while capitalizing on her comprehension strengths. In this approach, both decoding and comprehension strategies were used.

Addressing Misconceptions

One common misconception about SVR is that decoding alone can make a good reader. However, this is not the case. In actuality, both decoding and comprehension are necessary for effective reading. 

Similarly, some may think that focusing solely on comprehension without attention to decoding skills will suffice. This is also incorrect. Both elements need to be developed concurrently.

The Importance of Accurate, Fluent Reading

Being able to accurately and fluently read not only improves comprehension but also supports ongoing learning and success across disciplines. It is an important skill for these reasons:

• Reduces Cognitive Load: Reading fluency reduces a reader's cognitive load, allowing them to focus on understanding the text and making connections.
• Encourages Vocabulary Development: Reading fluency increases the desire to read more material and enhances exposure to more words.
• Promotes Academic Success: It allows students to understand complex ideas in other disciplines.

The Simple View of Reading and Multilingual Learners

For multilingual learners, their home language can play a significant role in their ability to make connections with words in the instructed language. If their home language is phonetically similar to the language of instruction, it may facilitate making connections with new words. Educators can consider these steps when applying SVR to instruct their English learners in reading:

• Language Proficiency Assessments: The instructor can first assess the multilingual student’s language proficiency. This will help determine the student’s strengths and weaknesses, allowing the instructor to create a tailored learning plan.
• Transfer of Skills and Phonological Awareness: If the student’s home language is phonetically similar to the language being instructed, it can facilitate the transfer of skills. Similar words from the home language can aid in decoding and make learning easier.
• Language Comprehension Enhancement: Flashcards, visual aids, and cognate recognition are effective strategies for teaching language comprehension. These tools, combined with using the student’s existing knowledge, can significantly enhance their understanding.
• Differentiated and Scaffolded Instruction: The use of bilingual resources, such as dictionaries, can help bridge language gaps. Scaffolding techniques such as visual aids, hand gestures, and graphics also assist in instruction.

How Voyager Passport Supports the Simple View Of Reading Model

Voyager Sopris Learning^® solutions follow the Structured Literacy approach, founded in the science of reading. Voyager Passport^® is an evidence-based reading intervention that aligns with SVR by addressing the five components of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also includes embedded language and writing instruction. Voyager Passport lessons follow a routine of Word Works (decoding skills) and Read to Understand (language comprehension skills) scaffolding instruction and allow students to learn and practice both components of SVR.

Conclusion: The Simple View of Reading 

The Simple View of Reading (SVR) is an effective teaching strategy for instructors because it helps in diagnosing and assessing students' reading capabilities. It's particularly beneficial for multilingual students. Voyager Sopris Learning supports instruction on the SVR through Voyager Passport, an evidence-based reading intervention for K–5 students, as well as other reading intervention solutions. 

References

Case study of Amelia, a five-year-old reader who enjoys reading at home - UKLA. (2020, April 22). UKLA. https://ukla.org/ukla_resources/case-study-of-amelia-a-five-year-old-reader-who-enjoys-reading-at-home/ 

* A pseudonym

Voyager Passport - Research-Based Reading Intervention (K–5). (n.d.). https://www.voyagersopris.com/products/reading/voyager-passport/overview 

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