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The Simple View of Reading - Word Recognition and Language Comprehension Together Equate to Reading Comprehension
The Simple View of Reading - Word Recognition and Language Comprehension Together Equate to Reading Comprehension
"The Simple View formula presented by Gough and Tunmer in 1986 is:
Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC)
The Simple View formula and supporting studies show that a student’s reading comprehension (RC) score can be predicted if decoding (D) skills and language comprehension (LC) abilities are known. Notice that D and LC are not added together to predict RC. They are multiplied. In the Simple View formula, the values of D and LC must be between 0 and 1 (or 0% and 100%). A score of 0 means no skill or ability at all and 1 indicates perfection. (Examples of how the formula works are presented later in this article.)
Gough and Tunmer (1986) proposed the Simple View of Reading to clarify the role of decoding in reading. Many educators did and still do believe that strong decoding skills are not necessary to achieve reading comprehension if language abilities are strong. Beginning and struggling readers are often taught to compensate for weak decoding by guessing an unfamiliar word based on the first letter or the picture, then asking themselves if the word makes sense after reading the sentence. In contrast, when decoding is the focus of instruction students are taught to sound out unfamiliar words using all the letters and to practice reading accurately until an adequate reading rate is achieved, along with accurate decoding.
This article discusses the following so that educators can take advantage of the Simple View of Reading to help all students achieve their maximum reading potential.
1. The Simple View formula makes clear that strong reading comprehension cannot occur unless both decoding skills and language comprehension abilities are strong.
We must teach students to decode expertly as early as possible. When students can decode expertly, their reading comprehension capabilities equal their language comprehension abilities.
We must provide students with strong content knowledge in many domains at all grade levels in order for them to develop adequate language comprehension abilities.
2. Intervention for struggling readers is effective only when it addresses the student’s specific weakness, which may be decoding, language comprehension, or both.
Intervention instruction focused on developing content knowledge or comprehension strategies will benefit struggling readers only they have a weakness in language comprehension.
Struggling readers of all ages can have decoding weaknesses; explicit instruction in decoding will be necessary to improve their reading comprehension.
3. Decoding and language comprehension skills are separable for both assessment and teaching, although both are required to achieve reading comprehension.
Scores from reading comprehension (RC) assessments are not enough data to identify students’ whether a student’s specific area of weakness is D or LC (or both) with certainty.
Assessment for students of all ages must supply enough information to specifically identify decoding skills and language comprehension abilities.
4. The Simple View of Reading is a mathematical formula with three variables. If we have two variables, the third can be estimated using the formula.
5. The Simple View of Reading is supported by scientific research."
-Linda Farrell, Michael Hunter, Marcia Davidson, Tina Osenga - Reading Rockets www.readingrockets.org/article/simple-view-reading
The Reading Rope is divided into two parts, focusing on Language Comprehension and Word Recognition. Effective Tier 1 literacy instruction should encompass all components of the Reading Rope so that students learn to both decode and comprehend. Intervention in Tier 2 or 3 instruction is where we can differentiate instruction and target specific skills. As educators plan for instruction and work with students who struggle to read, it is helpful to be aware of and know the parts of the Reading Rope" - Alysa VanHekken
"According to Scarborough (2018), “Weakness in ANY strand can disrupt reading, and weakness in SEVERAL strands can disrupt reading more.” We can no longer say that a student struggles to read without identifying the specific area of need and identify what breaks down for the learner. We can ask questions such as, “Can they decode CVC words, like hat?” “Can they decode CCVC words, like flat?” “Can they comprehend what they read?” Use the Reading Rope to identify and target instruction and intervention to meet student needs."
2025-2026 Elementary Literacy Frameworks
2025-2026 Elementary Literacy Frameworks
Click the link or the pictures below to access the balanced literacy frameworks:
Middle School Literacy Frameworks and GRR Tools
Middle School Literacy Frameworks and GRR Tools
Click the links below to view our Middle School Literacy Framework and GRR Tools:
2025 -2026 Middle School Standards Aligned Literacy Framework
A Targeted, Tiered Approach to Literacy Instruction
A Targeted, Tiered Approach to Literacy Instruction
Please click the links below to view our 2024-2025 Spartanburg District 6 MTSS Website and additional resources.
Gradual Release of Responsibility Model
Gradual Release of Responsibility Model
"The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner (Pearson & Gallagher, 1983). This model provides a structure for teachers to move from assuming “all the responsibility for performing a task . . . to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2004, p. 211). The model is built on several theories:
• Jean Piaget’s work on cognitive structures and schema (1952).
• Lev Vygotsky’s work on zones of proximal development (1962, 1978).
• Albert Bandura’s work on attention, retention, reproduction, and motivation (1965).
• David Wood, Jerome Bruner, and Gail Ross’s work on scaffolded instruction (1976).
Taken together, these theories suggest that learning occurs through interactions with others, and when these interactions are intentional, specific learning occurs. " - Fisher and Frey (2013) See link to brief below,
For students to meet end of year expectations, to achieve stretch growth, and ultimately, to be able to read and write proficiently they have to have consistently, daily opportunities to apply what they have learned in on grade level reading and writing tasks.
*I Do-
*Mini-Lesson - focusing on the indicator
*Provide clear, explicit modeling on not just WHAT to do but HOW to do it, sharing your thinking about the process of reading/writing, showing how you arrive at the product/end result.
*Explain exactly what you want students to do and how you want them to do it in their independent application
*We Do-
*Provide practice with support for students to try this out, either with a whole group shared text with opportunity for feedback and monitoring and re-teaching if needed or with small group.
*At the end explain again exactly what and how you want students to apply this skill in their independent reading/writing.
*You Do-
*Provide a clear visual of the success criteria of the independent task, answering the question, “How will I know if I have mastered this skill in their shared and independent practice.
Show an exemplar(s) that exhibits the success criteria. This can include a checklist, a rubric, etc.
Optional District 6 Gradual Release of Responsibility Lesson Plan Template
Helpful District Resources to Support Effective Literacy Implementation
Helpful District Resources to Support Effective Literacy Implementation
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