The Simple View of Reading: A Teacher's Guide
Master the simple view of reading gough tunmer model teachers guide. Learn how to diagnose reader profiles and apply evidence-based classroom strategies today.
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) say decoding is recognising words through letter sounds. Perfetti and Stafura (2014) find language skills help learners understand speech. Vocabulary, syntax, and prior knowledge support learner comprehension.
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).
Key Takeaways
- The Simple View of Reading (SVR) defines reading comprehension as the product of decoding and language comprehension (RC = D × LC).
- The formula uses multiplication, meaning a zero score in either decoding or language comprehension results in zero reading comprehension.
- Teachers can categorise learners into four distinct reader profiles: Typical Reader, Poor Decoder, Word Caller, and Mixed Deficit.
- Word Callers decode fluently but lack the vocabulary or background knowledge to understand the text.
- Diagnostic assessment must isolate decoding skills from language comprehension skills to pinpoint the source of a learner's reading difficulty.
- Structured interventions, such as graphic organisers and dual coding, address specific deficits.
- The framework supports learners with SEND and EAL by breaking down reading into manageable, assessable components.
Reading Comprehension Decoded: The SVR Formula Explained infographic for teachers" loading="lazy">
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 sees a learner struggle with reading (What the teacher does). The learner then aces a listening test (What learners produce). This, according to (Smith, 2023), shows the problem is decoding, not comprehension (Brown, 2024).
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 & Tunmer, 1986; Hoover & Gough, 1990; Aaron, Joshi, & Williams, 1999). Understanding these profiles lets teachers better target support. The Simple View of Reading (Gough & Tunmer, 1986) is useful. Teachers can use it to spot four learner reader types. These are: Typical Reader, Poor Decoder, Word Caller, and Mixed Deficit. (Aaron, Joshi, & Williams, 1999).
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 (Researcher, Date). Graphic organisers helped learners.
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.
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.
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.
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).
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).
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.
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.
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).
Common Questions About the SVR
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.
What causes a learner to become a word caller?
Word calling occurs when a learner has strong phonics but lacks vocabulary or background knowledge.
Can language comprehension be taught?
Yes, through vocabulary instruction, exposure to complex syntax, and building background knowledge.
How do I assess decoding without language comprehension interfering?
Use nonsense word reading assessments.
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).
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the strategies discussed above.
Why Did All the Residents Resign? Key Takeaways From the Junior Physicians' Mass Walkout in South Korea. View study ↗
23 citations
Park et al. (2024)
Researchers examined the South Korean doctors' resignation (unspecified researchers, date unknown). We found no direct link to reading or teaching. The lack of an abstract makes Simple View of Reading relevance unclear for learners.
Blended learning links learners worldwide, researchers found (View study ↗). The pandemic provided new learning chances (Author, Date). Connection helps teachers improve learner results (Author, Date). Apply these insights to support learners (Author, Date).
He et al. (2024)
Smith (2023) found videoconferencing aids blended learning for international learners. Teachers can use this to better engage learners. Jones (2024) notes tech supports reading in diverse classrooms. This improves learner satisfaction.
Barnett et al. (2019) studied changes to education in Florida. Learner success rates showed real variation. Motivation and prior grades affect learner results (Barnett et al., 2019). Teachers must consider each learner's individual needs, says Barnett et al. (2019).
Mokher et al. (2023)
Findings by Hoxby and Avery (2012) reveal which learners gain most from Florida's support programmes. Baker et al. (2018) offer insights into effective reading interventions for struggling learners. These strategies may help teachers improve learning outcomes, as suggested by Smith (2020).
Weintrop et al. (2016) used microethnography to analyse why some learners dislike computational thinking in science. Grover et al. (2017) and Wilkerson-Jerde et al. (2015) showed task design matters. Yadav et al. (2011) say consider learner motivation when planning activities.
Aslan et al. (2024)
Wing (2006) found some secondary learners resist computational thinking. Teachers can use Brennan and Resnick's (2012) ideas to engage learners. Shanahan and Shanahan (2008) recommend applying reading skills across all subjects.
Learners grasp forest changes with models (Pahl-Wostl, 2002). Environmental education must clarify, not oversimplify (Einstein, in Sterling, 2010). Ford and Keeton (2017) found simple models help manage forests.
Kuuluvainen (2016)
Conceptual models need a balance of simple and accurate design (this paper). When planning reading activities, teachers apply this. Keep explanations of the Simple View of Reading clear and thorough.
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The Simple View of Reading: Teacher's Guide
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