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

The simple view of reading is commonly presented to educators in professional development about the science reading. a useful tool for conveying undeniable importance—in fact, necessity—of both decoding and linguistic comprehension Research 35 years since theory was proposed has revealed additional understandings In this article, we synthesize research documenting three these advances: (1) Reading difficulties have number causes, not all which fall under and/or listening as posited view; (2) rather than influencing solely independently, conceived view, (or terms more used reference today, word recognition language comprehension) overlap important ways; (3) there are many contributors named such active, self-regulatory processes, that play substantial role We point showing instruction aligned with advances can improve students’ present theory, call active reading, an expansion be convey current future educators. discuss need lift up updated theories models guide practitioners’ work supporting classrooms interventions.