simple view

Simple But Not Easy

As the foundations of Balanced Literacy begin to crumble, the proponents of Balanced Literacy are now presenting a new theory of reading, which they call the Complex View.  In this reincarnation of the reading wars, the Complex View seeks to counter a well-researched alternative, The Simple View. I was struck last month by the contrast between two articles that were published on the same day: Two Publications from December 5th

Part 2: Complicating the Simple View of Reading

The Simple View of Reading beautifully demonstrates the equal importance of decoding and language comprehension. But because the formula is so… well… simple, it leaves out quite a bit. To look more deeply at skilled reading, we needed other models. We wondered, about the Simple View: What are the components of decoding? What is language comprehension? For those questions, we found answers in Scarborough’s Rope, developed by Dr. Hollis Scarborough

Part 1: Simple View of Reading

Decoding x Language Comprehension = Reading Comprehension The Simple View of Reading is helping us rebalance instruction in my Balanced Literacy school district. For a while, “balance” meant whole-language reading instruction with 20 minutes of word study, even in kindergarten and first grade, so students were not developing the foundational skills necessary for reading. Many students appeared to be on track in the primary grades when they recited simple leveled-texts,

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