Our Science of Reading Alignment

1. 1

   The Simple View of Reading

   This model demonstrates that reading comprehension is the product of two component skills: decoding (or word recognition) and language comprehension.

   

---

2. 2

   Scarborough’s Reading Rope

   This model illustrates how the component skills of word recognition and language comprehension are made up of "strands" of subset skills, all of which weave together and become increasingly strategic and automatic to result in skilled reading.

   

---

3. 3

   The Active View of Reading

   This model represents an evolution of current research findings and provides a more detailed representation of four domains of knowledge, skills, and strategies required for skilled reading: active self-regulation, word recognition, bridging processes, and language comprehension.

   

   While the Active View of Reading aligns with earlier models, focusing on word recognition and language comprehension as two of the major domains contributing to successful reading, the model includes a domain of “bridging processes” to illustrate the component skills that support, or bridge, the interactions between word recognition and language comprehension. The Active View of Reading also includes a self-regulation domain, which illustrates the roles of engagement and motivation, executive function skills, and strategy use in reading.
   
   The Active View of Reading Model integrates both the “products” of reading (e.g., phonological awareness, alphabetic principle, and cultural/content knowledge) with the processes that students need to develop as they learn to become effective readers (e.g., decoding skills, verbal reasoning skills, and strategy use). The model also acknowledges the role that text, task, and sociocultural contexts play in reading.