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2 Nov, 6 tweets, 1 min read
Gough and Tunmer’s (1986) research developed into the influential ‘Simple View of Reading’, further modified by Hoover and Gough (1990), which drew three clear conclusions from the study.
Firstly, that the highly complex manifestation of reading comprehension can be atomised into two identifiable categories: the ability to decode text and the ability to comprehend language.
Decoding relates to an ability to decipher text accurately. Language comprehension, although not specific to reading, relates to domain knowledge, reasoning, imagining and interpretation (Kamhi, 2007).
Secondly, that any difficulties in reading are a result of either poor language comprehension, poor decoding skills or a deficit of both.
Thirdly, that for reading to be confident and competent, facilities in both areas need to be strong; strength in one area cannot compensate for weakness in the other.
Thus, a student with excellent language comprehension will achieve a reading comprehension level not exceeding their decoding level, and any improvement in their decoding will result in an improvement in their reading comprehension.
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The Reading Ape Profile picture
20 Aug
So were the reading wars merely a misunderstanding...?
In 1886 James Cattle discovered that words could be read faster than individual letters. So, if we read words faster than letters why bother with the letters? Why bother with the alphabet, and why bother with phonics? Just concentrate on learning words...
This dovetailed beautifully with Gestalt theory (Wertheimer, 1924) which maintained behaviour was not determined by its individual elements but that, ‘the part processes are themselves determined by the intrinsic nature of the whole…’
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The Reading Ape Profile picture
12 Aug
Although the neuroimaging evidence indicates code-based instruction is appropriate for beginning readers the concern remains that SSP will not benefit children's reading stemming from the perceived irregularity of English spelling ( Kessler et al. 2003),
Kessler (2009) suggests that after learning to read, most children learn complex spelling patterns implicitly through exposure to print - but only once a high level of fluency has been attained. Code-based reading instruction contributes to these learning processes in many ways:
1. Establishes the alphabetic principle that provides a reason to attend to the letters in words (Ehri, 1992).
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The Reading Ape Profile picture
27 Jul
A long answer. Let us assume that schools are following a code emphasis approach to reading instruction and not a meaning emphasis model (whole language). This approach requires letter-sound correspondences to be taught in sequence to build mastery of the alphabetic principle...
It also assumes that pupils practice with controlled texts to build fluent decoding skills. Controlled text is written to maximise the use of words with the taught phonic patterns (Rayner et al. 2012) - decodable texts in other words.
Pupils initially work harder to decode texts word by word than to read text composed of memorised words. The letter by letter processing involved builds the high quality lexical representations needed to support quick and accurate reading (Perfetti, 1992).
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The Reading Ape Profile picture
4 Jul
They all cover it. They have to. But the depth of study and the expertise they promote in their trainees is at best variable and at worst cursory and confused. Bearing in mind we send a quarter of 11 year olds to secondary school below the expected reading standard...
...all new teachers should be experts, not only in phonics instruction with deep code instruction knowledge but in all elements of reading instruction: automaticity, prosody, rate and accuracy as well as the promotion of vocabulary and comprehension development.
Any new teacher who has studied for up to 3 years, and who does not have substantial expertise in reading instruction has been failed by their institution and will either have to be trained by their school - at considerable expense - or more likely...
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The Reading Ape Profile picture
27 Jun
‘Literacy development is experience dependent - it can only develop when children are explicitly taught text specific processes. Children need explicit instruction in order to learn to read and write fluently...’
‘...In contrast, language development is experience expectant. The brain is primed to develop these skills if we experience appropriate linguistic input and interaction during the critical period and develops even in the face of serious barriers such as deafness.’(Birr Moje 2020)
‘Reading for understanding requires students’ knowledge of the language of text, in particular sophisticated vocabulary and complex syntax.’ ( Snow and Uccelli, 2009).
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The Reading Ape Profile picture
22 Mar
The alphabetic code has to be unlocked for fluent reading to be achieved (Dehaone, 2015). Even when not explicitly taught, many children appear to be able to decipher the code by themselves and up to 75% are able to do this(McGuiness 1999;Adoniou,2017; Turner and Burkard, 1996).
These children will be able to read (McGuinness,1999). The rest must either continue attempting to crack the code or rely on their memory of word shapes to gift them a reading vocabulary of about two thousand words (Leong, 1973, Gough and Hillinger, 1980, Akamatsu, 2006).
Deriving utility from reading is dependent on the ability to read fluently which is dependent on the ability to decode - the essence of the Simple View of Reading (Gough and Sumner, 1986) -thereadingape.com/single-post/20…
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