![]() So we have two important aspects of learning to read: You need both to really comprehend what you read. You cannot have proficient reading comprehension if EITHER word reading or language comprehension is at a zero. ![]() Notice that multiplication symbol in there? That’s important! That formula is:ĭecoding x Language Comprehension = Reading Comprehension D x LC = RC ![]() What is the simple view of reading? The science of reading draws heavily on a simple formula Philip Gough and William Tunmer created in 1986 as a way to explain what leads to proficient reading. The Simple View of Reading by Gough and Tunmer 1986 The simple view of reading explains how decoding and language comprehension are inter-connected to promote reading comprehension. In fact, according to the National Reading Panel, phonemic awareness (under the umbrella of phonological awareness) in kindergarten is the number one predictor of reading success in later years! The stronger their phonemic awareness skills, the stronger the foundation they have to read. Students need to not only hear and blend sounds together, but they also need to be able to manipulate them. In the science of reading, there is a heavy emphasis on phonemic awareness –all the way up to the advanced level. The Science of Reading and Phonemic Awareness This first step is called Phonemic Awareness (you can read more about what phonemic awareness is here). Before students are able to read, they need to be able to HEAR the sounds in words and understand that words are made up of little units of sound put together. ![]() It all starts with the most basic unit of speech– phonemes. ![]() Learning to read starts before letters are even introduced. Understanding the science of reading gives us greater power in helping our students overcome reading difficulties. ![]()
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