The Simple View of Reading

What Is the Simple View?

Gough and Tunmer (1986) proposed the Simple View of Reading. It links reading comprehension to decoding and language skills. The model's equation is: Reading Comprehension = Decoding × Language Comprehension. See "Comprehension in reading" for further details.

Gough and Tunmer (1986) describe decoding as accurate word recognition. Language comprehension includes vocabulary, syntax, inference and background knowledge; Perfetti (2007) and Castles, Rastle and Nation (2018) both show why reading instruction needs attention to print and language.

The Simple View of Reading (Gough & Tunmer, 1986) shows this. Language comprehension (1) and decoding (0) gives zero reading comprehension (1 × 0 = 0). Decoding skill (1) needs language comprehension (0), as shown by Hoover and Gough (1990).

Evidence overview

What the research says

Scarborough (2001) suggests teachers find decoding or language problems. This changes how teachers see learners. They can spot issues rather than label learners "struggling."

A Year 3 teacher might see a learner struggle to read a passage aloud but answer the same passage accurately when it is read to them. That pattern points first to decoding rather than language comprehension, so the next check should isolate word reading before assuming the learner does not understand the text.

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Why the Model Matters

SVR helps diagnose issues, preventing wasted effort. Teachers must pinpoint reading difficulties (Hoover & Gough, 1990). This ensures focused support for each struggling learner.

Gough and Tunmer (1986) and Hoover and Gough (1990) make the diagnostic logic clear: reading comprehension depends on both decoding and language comprehension. Teachers can use that logic to identify broad classroom profiles, including typical readers, poor decoders, word callers and learners with mixed difficulties, without relying on an unverified profile citation.

These profiles link to cognitive load theory. Working memory is limited. If a learner uses all their cognitive resources to sound out words, they have none left to process meaning.

This is critical for SEND and EAL learners. An EAL learner might excel in phonics but fail to understand a text due to vocabulary gaps. Phonics intervention would be ineffective.

This appeared to enhance understanding. Learners used images. The teacher modelled summarising. The new summaries showed great improvement . Graphic organisers helped learners.

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The Model in Class

Gough and Tunmer's model asks teachers to target both decoding and language skills. Classroom instruction should address these two key areas for each learner.

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Isolating Decoding Deficits

Paivio (1971) found dual coding helps learners recall letter-sound connections. Ehri (2014) states structured practice is key for learners who find decoding difficult.

What the teacher does / What learners produce: The teacher introduces a new digraph and places sound buttons under the letters. The class produces the sounds. Learners use structural blocks to build words, moving a block for each phoneme. They write the graphemes on whiteboards.

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Tackling the Word Caller

Word Callers require interventions that force them to process meaning actively.

What the teacher does / What learners produce: The teacher gives a learner a short historical source and instructs them to pause at the end of each sentence. The teacher asks, "Who is doing what in this sentence?" The learner summarises each sentence verbally and produces a bulleted list of facts.

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Building Language Comprehension

Background knowledge and vocabulary underpin language comprehension. Teachers should build this knowledge base before learners engage with a text (Hirsch, 2003). Research shows this helps learners access texts fully (Duke & Cartwright, 2021; Marzano, 2004).

Before reading about deforestation, the teacher shows a concept map. The teacher explicitly teaches three Tier 2 words (Beck et al., 2013). Learners discuss connections and create their own concept maps. These maps act as visual glossaries for reading (Marzano, 2004).

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Supporting Mixed Deficits

Learners with mixed deficits need systematic synthetic phonics and rich oral language environments.

Teachers quickly teach phonics each morning. Afternoons involve teachers reading stories and asking learners probing questions. Learners then verbally answer, thinking about the story's meaning (Perfetti, 2007; Beck & McKeown, 2001).

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Common Misconceptions

The Simple View of Reading (SVR) suggests both phonics and vocabulary are vital. Gough and Tunmer (1986) showed that reading needs both skills. Hoover and Gough (1990) affirmed that multiplying, not adding, represents this.

Castles, Rastle, and Nation (2018) prove phonics helps reading comprehension, not just decoding. Many believe phonics is only for young learners, which is a mistake.

Some believe the SVR conflicts with Scarborough's Reading Rope. The Reading Rope expands on the SVR, with decoding and language comprehension as its core strands.

Finally, some think the SVR is outdated. The Active View of Reading builds upon the SVR by including executive function (Duke & Cartwright, 2021).

What the teacher does / What learners produce: In a staff meeting, a teacher suggests a Year 6 learner just needs to read more. The literacy lead uses the SVR to explain the learner has a cipher knowledge gap and that assigning more independent reading reinforces poor habits.

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Practical Implementation Guide

Gough and Tunmer (1986) suggest teachers diagnose reading. Assess each learner's word recognition and comprehension skills. This helps focus teaching on specific areas.

Researchers (e.g., Nation, 2018) suggest separating assessments. Use a nonsense word reading test to check decoding skills. Use a listening test to check the learner's language comprehension.

Step 2: Map profiles. Create a four-quadrant grid for your class: Typical Reader, Poor Decoder, Word Caller, or Mixed Deficit.

Hatcher, Hulme, and Ellis (1994) found phonics catch-up boosts decoding for struggling learners. Vocabulary work and reciprocal reading help learners who can already sound out words (Step 3).

Step 4: Monitor progress independently. Track decoding fluency and comprehension scores separately.

What the teacher does / What learners produce: A Year 2 teacher assesses a learner who gives brilliant oral answers but struggles to read simple sentences. The teacher plots the learner in the Poor Decoder quadrant and pairs them with decodable texts that match their phonics knowledge. The learner reads the text aloud, blending sounds without guessing.

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The Model Across Subjects

The SVR applies across all subjects.

Learners struggle with maths word problems. They decode words but miss the syntax (Walkerdine, 1988). Teachers show how to change language to maths. Learners underline key words and write number sentences. (Boaler, 2009).

Science has much vocabulary. Teachers break down long words (Carlisle, 2010). Learners then write definitions, using the word parts (Deacon & Kirby, 2004; Goodwin, 2018).

History learners need to understand old language and context. Teachers should explain the historical setting before learners see primary sources. Learners summarise the setting before reading sources (Wineburg, 1991; Reisman, 2012).

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Common Questions About the SVR

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Is the simple view of reading still relevant?

Yes, it is the foundational framework.

How does the formula explain dyslexia?

Dyslexia is a specific deficit in decoding.

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What causes a learner to become a word caller?

Word calling occurs when a learner has strong phonics but lacks vocabulary or background knowledge.

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Can language comprehension be taught?

Yes, through vocabulary instruction, exposure to complex syntax, and building background knowledge.

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How do I assess decoding without language comprehension interfering?

Use nonsense word reading assessments.

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Does the model apply to older secondary learners?

Snow, Burns, and Griffin (1998) say: check if textbook problems need decoding or knowledge. Assess each learner's skills carefully. First, check word recognition. Nation (2001) and Perfetti (2007) suggest evaluating subject vocabulary next.

Try a quick listening check to spot learners with decoding difficulties (Tunmer & Chapman, 2012). Rose (2006) and Snowling (2005) remind us decoding differs from understanding. Use targeted help for learners, improving their comprehension skills (Cain & Oakhill, 2007).