Understanding the simple view

of reading and the reading rope

assists teachers to integrate the
Big 6 components of reading
into their classrooms in
differentiated ways.

INTEGRATING THE BIG 6 OF READING

The simple view of reading
The teaching of reading in Department for Education By using SVR and the reading rope, teachers can
schools is based on the Big 6 components of reading. target differentiated teaching approaches to suit
For beginning readers, all the components of the the needs of different learners. While the phonics
Big 6—oral language, phonological awareness, phonics, screening check assists teachers to assess how
vocabulary, fluency and comprehension—need to well students are progressing in their decoding and
be integrated throughout reading opportunities word recognition skills, this alone is not enough for
across the day, even though teachers may highlight learning to read with understanding. We need to be
these individual components at different times. developing language comprehension at the same
time: both are essential in supporting students to
The simple view of reading (SVR) is a theoretical
develop better reading comprehension.
model of reading that is consistent with the Big 6 of
reading, and which provides clarity and justification
‘To be effective readers students need to be
for our current practices in South Australian
able to use the six components of reading in
government schools (Gough & Tumner, 1986; Hoover &
combination.’ (DECD, 2016, p.1)
Gough, 1990). The SVR model ‘is a way of organizing
the empirical findings about the components
needed for skilled reading’ (Kilpatrick, 2015, p.77).
Scarborough’s (2001) reading rope, developed to
What is the ‘simple view
complement the SVR, enables teachers to understand of reading’?
the place of the Big 6 in the teaching of early reading
skills, as well as the more complex skills required for The simple view of reading is a model of reading
skilled reading. that helps teachers to understand how students
are progressing with the two key factors of reading
comprehension: reading accuracy and language
comprehension. This understanding means that
individual learners can be better supported in
differentiated ways to become successful readers.

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2 | DEPARTMENT FOR EDUCATION

Reading is a complex cognitive process. It involves Scarborough (2001), a senior scientist at Haskins
reading accurately and with understanding. The Laboratory at Yale University, generated an
simple view of reading (SVR) takes both of these infographic (based on the simple view of reading)
factors into consideration. The developers of the to explain the complexities of learning to read to
model, Gough and Tumner (1986), call it the simple parents. In her infographic (see page 3), skilled
view of reading, not because reading is a simple reading resembles the strands of a rope. The upper
process, but rather their model is a conceptually strand, language comprehension, has sub-strands
simple representation of what a beginning reader for background knowledge, vocabulary, language
needs to master. structures, verbal reasoning, and literacy knowledge.
The lower strand, word recognition, has sub-strands
Gough and Tumner expressed their model as for phonological awareness, decoding and sight
an equation: recognition of familiar English patterns and words.
These strands represent the interconnectedness
RC = D x LC
and interdependence of all the components. The
Where RC is reading comprehension, D is word recognition sub-strands become increasingly
decoding and LC is language comprehension. automatic with explicit teaching and deliberate
practice. At the same time, teachers help students
Decoding means accurate word recognition. This build their language comprehension skills, and over
involves knowing letter-sound correspondences in years of instruction and practice students become
order to decode the words and refers to phonological increasingly strategic when selecting relevant
awareness and phonics (see the Big 6). Some understandings to apply in order to understand
versions of the model refer to ‘word recognition’ the written text. Scarborough’s rope shows skilled
rather than ‘decoding’, acknowledging that familiar reading as the fluent execution and coordination of
words are identified ‘by sight’ after they have been word recognition and text comprehension.
decoded multiple times.
Language comprehension means the ability to
understand, or comprehend, spoken language and
refers to oral language and vocabulary. As skills in
word recognition and language comprehension
c ar r ai n
develop, students also develop reading fluency and
reading comprehension (see the Big 6). qu a ck m ay
Reading comprehension is the product of both
decoding and language comprehension rather than m oo n
decoding being added to language comprehension.
If one aspect is absent or deficient then reading
comprehension is absent or deficient (just as
zero multiplied by anything is zero). The simple
view of reading emphasises that both decoding
and language comprehension must be taken
into account when considering a child’s ability
to comprehend written text. If only one aspect is
well-developed—for example, a student who can
decode words accurately, but their understanding
of language is low—then reading comprehension
will be deficient.

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 DEPARTMENT FOR EDUCATION | 3

The many strands that are woven into skilled reading

LANGUAGE COMPREHENSION
Background knowledge SKILLED READING
(facts, concepts, etc) inc Fluent execution and
re coordination of word
Vocabulary str asin
(breadth, precision, links, etc) ate gl recognition and text
gic y
Language structures comprehension.
(syntax, semantics, etc)
Verbal reasoning
(inference, metaphor, etc)
Literacy knowledge
(print concepts, genres, etc)

WORD RECOGNITION
Phonological awareness
(syllables, phonemes, etc)
gly
Decoding (alphabetic principle, a sin ic
re t
spelling-sound correspondences) inc toma
au
Sight recognition
(of familiar words)

Adapted from Scarborough, 2001 – reproduced with permission of Guilford Press

The SVR quadrants

The simple view of reading can be plotted on a Good readers – students who recognise words quickly
quadrant chart, with accurate word recognition and accurately and have a good comprehension of
(decoding) on one axis and language comprehension language would be in quadrant 1. Students in all other
on the other (Rose, 2006). This chart shows how student quadrants have reading comprehension difficulties
reading difficulties can be categorised for intervention. to some extent. Students in quadrant 3, who have
both poor word recognition skills and poor
comprehension skills, are the most disadvantaged.
Language
comprehension

Poor decoding, Good decoding

Word recognition (decoding):
but good language
comprehension skills
and good language
comprehension skills the horizontal axis
GOOD

4 1
Teaching phonics and sight words
Word Word
POOR GOOD
recognition recognition Schools are expected to teach synthetic phonics in a
3 2 systematic manner. Phonics teaching allows students
POOR

to master letter-sound correspondences so that they

Poor decoding Good decoding,
and poor language but poor language can accurately decode words. While these letter-
comprehension skills comprehension skills sound correspondences are progressively learned
Language during the first two years of schooling some high
comprehension frequency words, often inaccurately called ‘sight
words’, also need to be taught, such as the, said,
Simple view of reading quadrant chart (adapted from Rose, 2006) because so that independent reading can be
accelerated.

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4 | DEPARTMENT FOR EDUCATION

The term ‘sight word’ has a least four meanings in

education1 but reading scientists reserve the term
for any ‘familiar word that is recognised instantly,
automatically, and effortlessly, without sounding
it out or guessing. It does not matter if the word
is phonically regular or irregular. The point is
that it is immediately recognised’ (Kilpatrick, 2016,
p.27). In fact, good readers can recognise printed this makes the learning of sight words easier. Sight
words faster than objects and colours (Cattell, 1886). words, and letter strings, can be learned by typically-
This discovery led to the understanding that the developing readers after only a few exposures.
development of a sight word vocabulary depends
on phonemic awareness, not visual memory. Once children have a degree of automaticity, the
Whilst visual memory is essential for letter learning, cognitive load required to decode words is reduced,
it is not a major contributor to word recognition. freeing up space in their working memory to attend to
Furthermore, visual memory scientists have shown other aspects of meaning making from the written text.
we cannot store 30,000 to 90,000 words for
Orthographic mapping is facilitated when students
immediate retrieval. Reading involves visual input
practice the letter-sound correspondences they are
but not visual storage.
being taught by reading decodable readers, which
The statistical correlation between sight vocabulary include some high frequency words in order to make
and phonemic awareness is large. So while it meaningful sentences. Sounding out becomes their
appears that visual memory and sight contribute first ‘reading reflex’, building their confidence that
to the acquisition of a sight vocabulary, in fact the English is a logical language that can be read, and
phonological component linked to combinations of preparing students to learn words that have a more
letters is the essential element for automatic recall complex morphology or etymology.
when reading. We need to know the sounds that go
The phonics screening check helps teachers to
with each ‘legal’ letter combination set, which are
assess if their students are gaining mastery over
referred to as letter strings.2 Studies using words in
letter-sound correspondences and the English
mixed case, where UpPeR and lOwEr case letters
alphabetic code. Some students will sound out
are used, have shown that letter order is more
every letter of each word in the check before they
important than the way the letters are printed. We
say the word. As long as they blend these sounds
memorise particular letter combinations or strings.
together to say the word they can be marked as
This process is called orthographic mapping. ‘Ortho’
correct. The phonics screening check only checks
comes from the Greek root meaning ‘correct’ and
the student’s ability to use phonic decoding to read
‘graphic’ means ‘to write’ and orthography describes
words accurately. Some students will be able to say
the way we write words correctly according to the
the word immediately, indicating they recognise
English spelling system.
that particular word. These students are developing
decoding automaticity.
‘Orthographic mapping is the mental process
we use to permanently store words for Students with poor word recognition skills (eg they
immediate, effortless retrieval’ (Kilpatrick, 2016, p.31). do not attempt many words in the check or they
sound out but do not blend the sounds into words)
Students need to master the alphabetic letters to are developing or struggling decoders and could be
the point of automaticity. This may take hundreds placed in quadrant 3 or quadrant 4 on the SVR chart,
of exposures; think of learning the subtle differences even if their language comprehension is good. These
between b, d, p and q. However, once basic letter- students will need more explicit phonics teaching,
sound correspondences are mastered, students or more time to master decoding and build up the
start to build their orthographic knowledge and neural pathways needed to be a successful reader.

1
Sight word meanings include: irregular words (not easy to sound out), high frequency words, the whole word or look-and-say
approach, and instant recognition of words regardless of whether they are regular or irregular.
2
Even pre-readers can distinguish between legal and illegal combinations in their own language (eg brnta, rdka or jj are not legal letter
strings in English).

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 DEPARTMENT FOR EDUCATION | 5

Language comprehension: need to become increasingly automatic and the

many aspects of language comprehension that a
the vertical axis reader needs to learn to use strategically.
Not only do students need accurate word recognition
skills (decoding) but they also need to have good Language comprehension includes background
language comprehension. If a student performs well concepts, vocabulary, language structures,
on the phonics screening check (‘fluent decoder’), verbal reasoning and literacy knowledge.
they might be in quadrants 1 or 2. Consequently, many synthetic phonics programs
recommend spending half the literacy teaching
This can be narrowed down to one quadrant by time on developing decoding and accurate
considering the student’s language comprehension. word reading, and the other half on reading
For example, if a student can read the text aloud quality literature to students and discussing it
accurately, but gives little indication of understanding, with them (Parker, 2018).
they would be placed in quadrant 2. The teacher
would then design learning to develop their language Through discussion, students become more aware
comprehension by engaging them in a range of of the structure of the English language, including
rich children’s literature and vocabulary building its grammar and syntax. Student’s literacy knowledge
experiences to improve their reading comprehension. is developed as they are read a range of text genres,
Teachers also need to consider how well the student including information texts and narratives, and they
understands spoken language. If the struggling hear a much wider range of vocabulary and more
reader shows a good understanding of stories when sophisticated sentence structures within a book context
they are read to them, this would demonstrate than they would through everyday conversations.
placement in quadrant 4 and the learning focus They can develop their verbal reasoning skills as
would concentrate on mastering the alphabetic code. they discuss inferences and unpack metaphors. The
However, if the student also has poor understanding Big 6 components of oral language and vocabulary
of spoken language as well as difficulty with reading can be developed in this way.
words accurately, then the focus has to be on both
decoding and language development (quadrant 3).

SVR and the Big 6 The kids were

monkeys on
Firstly, it is important to consider the effectiveness the jungle
of your systematic, synthetic phonics program. gym.
Are you confident that your students have had
every opportunity to develop their letter-sound
correspondences and practise them using
decodable texts? Also consider how your reading
program addresses the Big 6 components of
reading. Do you address all of the components in
an integrated way? How often do you read and
discuss high quality children’s literature with your
students? This is important for developing the
language capabilities of your students.
Scarborough’s (2001) reading rope indicates the
complexities of learning to read by displaying
the aspects of word recognition and language
comprehension as strands of a rope that need
to be woven together through instruction and
practice (IDA, 2018). The reading rope articulates
aspects of word recognition (including phonological
awareness, decoding and sight recognition) that

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6 | DEPARTMENT FOR EDUCATION

Using SVR to identify student needs

The placement of students in the SVR quadrants weak decoding is causing the student’s reading
helps to inform the design of the classroom difficulties. If so, this places the student in quadrant
reading program, and to determine appropriate 4 of the SVR chart and intervention will then focus
interventions for struggling readers. on practising decoding skills.
The first diagnostic question to ask about a However, if the answer to the question above is ‘no’,
struggling reader is: ‘If I read this passage to this then the struggling reader is likely in quadrant 3 as
student, would s/he understand it?’ (Kilpatrick, 2015). they have not only difficulty with decoding but may
If the passage is of an appropriate level and the also have language or listening comprehension
answer is ‘yes’, then any reading comprehension difficulties. Listening comprehension levels tend to
problem is likely to be due to a weakness in word- be higher than reading comprehension levels – it is
level reading (decoding). Teachers could use the very rare for a child with poor listening comprehension
phonics screening check, MOTif assessments,3 to have good reading comprehension.
and other data (eg PAT–EY) to confirm whether

Using the SVR to make intervention decisions

Can the student read words accurately?

YES No

Can the student understand text read aloud? Can the student understand text read aloud?

YES NO YES NO
Quadrant 1 Quadrant 2 Quadrant 4 Quadrant 3
No intervention Language Decoding Language and
required intervention intervention decoding intervention

3
Macquarie Online Test Interface https://www.motif.org.au

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 DEPARTMENT FOR EDUCATION | 7

Using SVR to differentiate student learning

Once you have identified where students sit on the quadrant, you can consider how to address their differentiated
learning needs. The following recommendations are provided for each of the quadrants:

Students with poor word recognition but good

language comprehension skills
• Assess the effectiveness of your phonics program. Do you Students with both good
need to adjust the coverage, frequency or pace of your word recognition and good
program? Do these students require further instruction
with the teacher in decoding? These students may require
language comprehension
multiple exposures and extra time to consolidate word skills
recognition skills. It is possibly that these students may • Engage students in activities
have a specific learning difficulty such as dyslexia. Seek involving the extended alphabetic
support and advice from relevant professionals. code.
• Continue to read and discuss rich children’s literature • Encourage free choice reading in
and information texts within the classroom setting. the area of the student’s interest.

Students with both poor word recognition Students with good word
and poor language comprehension skills recognition but poor
• Assess the effectiveness of your phonics program. Do language comprehension
you need to adjust the coverage, frequency or pace of skills
your program? Do these students need more time on • Engage the students in oral
task; peer tutoring; further instruction by the teacher in language activities that involve
both decoding and language comprehension; and/or dialogic talk.
periodic review with an SSO?
• Read high-quality literature and
• Explore the language comprehension skills the students information texts to students,
bring to the classroom. Address any special needs. accompanied with discussion
Acquire expert help if required. Continue to read and incorporating shared, sustained
discuss rich children’s literature within the classroom interactions.
setting as children often learn from each other.

Glossary
basic code Simple letter-sound correspondences, eg /a/ as in /cat/ or /stamp/.
dialogic talk Extended talk and turn-taking between teachers and students, students and students.
Students have an opportunity to initiate talk.
etymology Etymology looks at the origin and history of words, eg gar means spear. So garfish is
a spear-shaped fish, garlic is a spear-shaped leek, and Edgar is a wealthy warrior as Ed
means prosperity (Adoniou, 2016).
extended More complex spelling and pronunciation alternatives for letter-sounds, eg the long /ay/
code sound as in /play/ can also be written as /aigh/ as in /straight/, /ea/ as in /break/, /a-e/ as
in /cake/ etc; and the short /a/ as in /cat/ can be pronounced as a long /ay/ as in /baby/.
morphology A morpheme is a meaningful part of the English language, eg /s/ after a noun signifies a
plural as in more than one /cat/ is /cats/; /ed/ after a verb often signifies past tense as in
the past tense of /walk/ is /walked/. Knowing the meaning of prefixes and suffixes help to
unlock the meaning of a word, eg /un/ in /undone/ gives an opposite meaning to /done/.

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8 | DEPARTMENT FOR EDUCATION

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This paper is part of the

department’s Leading Learning
Improvement Best Advice series,
which aims to provide leaders with
the research and resource tools to
lead learning improvement across
learning areas within their site.
Produced by the Department for Education
1.7 | MARCH 2020

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