Curriculum Chat

Reading is one of the most researched aspects of learning and is central to our work as educators. A vast body of contemporary cognitive research provides clear direction on the most effective way to teach reading. With the implementation of version 9 of the Australian Curriculum in schools this year, this has seen a renewed and consistent approach to the teaching of reading using the Simple View of Reading Model and Scarborough’s Reading Rope through an explicit instruction approach.

The Simple View of Reading Model

The Simple View of Reading states that reading comprehension (the ability to understand text) is the product of word reading and language comprehension.

The skills needed for word reading are described as constrained, as they are a finite set of skills, whereas the skills needed for language comprehension are unconstrained, as there is no limit to the amount of language we can learn in our lifetime.

It is important to understand that reading comprehension is a product of both word reading and language comprehension rather than an accrual. If one component is poor or non-existent, then reading comprehension cannot be achieved. Being able to decode the words on a page (decoding has been explained in our previous school newsletters this year) is vital to reading comprehension, but not sufficient. Some students may be able to decode all the words on a page, but if their language skills are not developed then they will find it hard to make meaning.

The contribution of word reading and language comprehension to reading comprehension changes across the year levels. In the early years of reading development, a student’s ability to comprehend texts is largely constrained by word reading, the ability to decode the words on the page. Almost all children arrive at reading instruction with better spoken language skills than word reading skills.

Once decoding and word reading become automatic, and as the language demands of reading within the curriculum increase, the contribution of language comprehension to reading comprehension also increases.

We need to explicitly teach word reading skills so that students can decode text accurately and fluently. Similarly, we need to explicitly teach components of language comprehension to ensure students can comprehend texts.

Scarborough’s Reading Rope

Scarborough’s Reading Rope aligns with and expands on the Simple View of Reading, by identifying the major components that are woven together as students progress from novice to skilled reader. It acknowledges that skilled reading requires them to fluidly coordinate components which are developed over many years through instruction and become more automatic or fluent with practice.

Dee Mathiesen

Head of Curriculum