The Science of Reading Progresses: Communicating Advances beyond the Simple View of Reading

Autor/inn/en	Duke, Nell K.; Cartwright, Kelly B.
Titel	The Science of Reading Progresses: Communicating Advances beyond the Simple View of Reading
Quelle	In: Reading Research Quarterly, 56 (2021), (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.411
Schlagwörter	Reading Research; Reading Difficulties; Decoding (Reading); Listening Comprehension; Word Recognition; Reading Comprehension; Reading Instruction; Self Control; Reading Fluency; Reading Improvement + Suchen Sie Ihr Suchwort? Leseforschung; Reading difficulty; Leseschwierigkeit; Dekodierung; Hörverständnis; Worterkennung; Leseverstehen; Leseunterricht; Selbstbeherrschung
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01