The Science of Reading
What it means and what it tells us
about how to teach reading.
The Simple View of Reading
Language
Comprehension
Gough and Tunmer (1986)
2
x
Word
Recognition
=
Reading
Proficiency
●
More decoding cannot make up
for lack of language
comprehension.
●
More language comprehension
cannot make up for lack of
decoding.
3
Language
Comprehension
The ability to understand
oral language
●
Background Knowledge
●
Vocabulary
●
Sentences
●
Connections
●
Gist
4
Word Recognition
The ability to recognize written
words correctly
●
Sounds
●
Letters
●
Words
5
6
Language Comprehension
Background Knowledge
Call it schema, relevant background
knowledge, prior knowledge, or just
plain experience, when students make
connections to the text they are
reading, their comprehension
increases. Good readers constantly try
to make sense out of what they read
by seeing how it fits with what they
already know.
Language Comprehension
Reading Vocabulary
Refers to the words we need to know
to understand what we read. Writing
vocabulary consists of the words we
use in writing. Vocabulary plays a
fundamental role in the reading
process, and contributes greatly to a
reader's comprehension.
Language Comprehension
Language Structures
Words and sentences have parts that
combine in patterns, exhibiting the
grammar of the language. Phonology
is the study of patterns in sound or
gesture. Syntax and Semantics involve
studying patterns in sentence
structure, from the vantages of form
and meaning, respectively.
Language Comprehension
Verbal Reasoning
Verbal reasoning is understanding
and reasoning using concepts framed
in words. For example, using
inferences and metaphors in the text
to make meaning.
Language Comprehension
Literacy Knowledge
Literacy knowledge is having the
print concept skills, understanding of
genres, etc. to apply to any new text.
Word Recognition
Phonological Awareness
Phonological awareness is a broad
skill that includes identifying and
manipulating units of oral language –
parts such as words, syllables, and
onsets and rimes. This can be done
“with your eyes closed” because it is
the sounds you hear.
Word Recognition
Decoding
Decoding is the ability to apply your
knowledge of letter-sound
relationships, including knowledge of
letter patterns, to correctly pronounce
written words. Understanding these
relationships gives children the ability
to recognize familiar words quickly
and to figure out words they haven't
seen before.
Word Recognition
Sight Recognition
Sight Recognition is knowing a word
by sight rather than needing to break
the word apart. When readers
immediately know written words and
what they mean, they understand
more. Readers who have to work to
figure out many words in a text can
lose track of the overall meaning.
Simple View of Reading Model
RC = D x LC
Reading Comprehension (RC) is the
product of Decoding (D) and Language
Comprehension (LC) proficiencies.
1. Reading is not natural; it can and must be taught.
2. Background knowledge is as critical to comprehension as
decoding skills.
3. Foundational skills instruction must be systematic and
explicit, beginning with sounds.
4. Instruction must be engaging, through multiple modes and
senses.
5. Science-based reading instruction reduces the need for
intervention and allows children to move forward as capable
and confident learners.
6. Science-based reading instruction is a matter of equity.
7. Science-based reading instruction is urgent and the most
crucial work of the elementary teacher.
Thank you!