Models of Reading Development So what skills need to be learned in order to read? Researchers have proposed several models of how reading skills can be developed, including the Simple View of Reading, the Reading Rope, and the Active Model of Reading. This section provides an overview of these models and defines the key reading skills identified in them. The section that follows then describes some of the best ways to teach these skills. The Simple View of Reading One of the most influential models of reading development is called the Simple View of Reading (Gough & Tunmer, 1986). As shown in Figure 1, the Simple View suggests that reading involves recognizing words in text ( word recognition ) and understanding language ( language comprehension ) (Gough & Tunmer, 1986; Hoover & Tunmer, 2020). According to the Simple View, successful reading comprehension happens when a child can accurately read words and interpret meaning from what they read.
Figure 1. The Simple View of Reading
The Reading Rope The Reading Rope identifies several processes related to word recognition and language comprehension and explains how these processes become increasingly interwoven, like a rope, over time (Scarborough, 2001). As shown in Figure 2, the rope consists of lower strands and upper strands that weave together. Phonological awareness, decoding, and sight word reading (here referred to as sight recognition ) are the lower strands of the rope, which weave together to develop effective word recognition. Background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge make up the upper strands of the rope that together enable effective language comprehension. The Reading Rope emphasizes that these upper and lower strands develop concurrently and, with time, instruction, and practice, join together and strengthen one another, resulting in skilled reading.
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The Science of Reading | What Research Says About Setting Young Readers Up for Success
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