Research
Information on this page will provide a basic overview of the seminal research behind teaching students how to read. Start directly below by reading about the Simple View of Reading.
Simple View of Reading
In order for students to comprehend what they read, researchers contend they must do two things well: 1. decode and recognize printed words and 2. understand oral language. The Simple View of Reading is a formula that multiplies the student's ability to decode times their language comprehension to show their reading comprehension skills.
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Click on the video below to watch Linda Farrell explain the simple view of reading. The video is 11 minutes and 5 seconds in length.
Reflect on the information you learned about The Simple View of Reading. Think about a student that you currently work with who is a struggling reader. How can The Simple View of Reading begin to help you determine the student's underlying weaknesses? Type your reflection in your Guided Notes.
After completing your Guided Notes reflection, continue the module by reading about the Reading Rope.
The Reading Rope
You have learned that The Simple View of Reading breaks reading comprehension into two distinct sections: Decoding (word recognition) and Language Comprehension. Word Recognition is made up of phonological awareness, decoding, and sight recognition. Language Comprehension comprises background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge. Scarborough (2001) created the visual of the Reading Rope to show how each of these strands weaves together and depends on the other to build skilled, fluent readers.
Next, watch the 1-minute and 31-second video on the right to learn more about Scarborough's Reading Rope. As you watch the video, reflect on your student. Think about how a weakness in one strand of the rope will affect reading comprehension. Add your thoughts to your Guided Notes. Below is the original Reading Rope, illustrated by Scarborough (2001). Use the image to guide your answers.
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After completing your Guided Notes entry, continue to The Five Pillars of Reading (n.d.) located below Scarborough's Reading Rope (2001).
The Five Pillars of Reading
In 1997, Congress launched a national panel to assess the effectiveness of various methods of teaching students to read. The National Reading Panel Report, published in April 2000, focused on five areas of reading instruction. We refer to these major concepts as The Five Pillars of Reading. They are Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.
Read the Infographic on the right to learn more about each Pillar of Reading (Arizona Department of Education, n.d.). Click on the Infographic to view it in its original form for easier reading.
You are ready to move to the next page.
This page introduced why foundational reading skills are imperative to building readers who comprehend what they read. The research available goes well beyond what has been given to you on this page. If you would like to learn more about the research behind the practice, we have provided material for further study for you to explore. The material for further study are not all-encompassing but will give you a deeper look into the science behind reading. You can access these resources by clicking on the link in this paragraph or by clicking the additional resources tab at the top of any page on this site.
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Once you have completed all sections above, click the "Next" button at the bottom of the page to continue to the following page: How to Determine Skill Deficit. This next page will connect the background information you learned on this page to assessments that you can implement immediately with your students.