T1 DQ 2
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Grand Canyon University *
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ECS-575-O5
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Communications
Date
Jan 9, 2024
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docx
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Uploaded by CorporalRiver12276
T1 DQ 2
Compare the Simple View of Reading to the Active View of Reading model. How does the addition of active self-regulation influence reading comprehension? How will you apply your understanding of these theoretical reading models to support typical and atypical learners
in your future professional practice?
Simple View of Reading vs Active View of Reading
The
Simple View of Reading (SVR)
and the
Active View of Reading (AVR)
are two theoretical models that explain how reading comprehension works.
Simple View of Reading (SVR)
SVR posits that reading comprehension is a product of two key components:
1.
Decoding: The ability to translate written words into their corresponding sounds.
2.
Linguistic comprehension: The ability to understand spoken language.
Both components are necessary for reading comprehension in this model, but more is needed.
Active View of Reading (AVR)
AVR, on the other hand, adds a third component to the SVR model:
3.
Active self-regulation: The ability to actively monitor and control one's reading process.
This component includes skills such as setting goals for reading, monitoring comprehension, and
adjusting strategies when comprehension breaks down. AVR suggests active self-regulation is crucial in reading comprehension, especially for more complex texts.
Influence of Active Self-Regulation on Reading Comprehension
Active self-regulation can significantly enhance reading comprehension. It allows readers to:
Set clear goals for their reading.
Monitor their understanding as they read.
Identify when they're having trouble understanding.
Adjust their reading strategies to improve comprehension.
This active engagement with the text can lead to deeper understanding and better retention of information.
Application in Professional Practice
Understanding these models can help you tailor teaching strategies to support typical and atypical learners. Here are some ways you can apply these models:
Teach decoding and linguistic comprehension skills
: These are the foundational skills in the SVR model. You can teach these skills through phonics instruction, vocabulary building, and language comprehension exercises.
Promote active self-regulation
: Teach students strategies to set reading goals, monitor their comprehension, and adjust their reading strategies. This can be done through explicit instruction, modeling, and guided practice.
Differentiate instruction
: Recognize that students may have strengths and weaknesses in
different components of reading comprehension. Tailor your instruction to meet the individual needs of your students.
Support atypical learners
: For students with reading difficulties, provide additional support in the areas they struggle with. This might include more intensive instruction, other practice opportunities, or assistive technology.
Understanding and applying these models can help all students become more effective and engaged readers.
Reference:
Education, Massachusetts Department of Elementary and Secondary. “What Is the Simple View of Reading? - Evidence-Based Early Literacy.”
Www.doe.mass.edu
, 10 June 2021, www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html
.
Farrell, Linda, et al. “The Simple View of Reading | Reading Rockets.”
Www.readingrockets.org
, 2023, www.readingrockets.org/topics/about-
reading/articles/simple-view-reading
.
The ability to decipher words and comprehend the language of the text is the simple view of the reading model. Reading requires both linguistic comprehension and decoding skills, which must be excellent. A lack in one area cannot be made up by strength in the other. Studies have shown that language comprehension and decoding skills can both be used to predict a student's reading comprehension score. (SST3 Literacy - The Simple View of Reading, n.d.) The Active view of the Reading model ensures the reader is engaged in reading comprehension. Active self-
regulation impacts reading comprehension because it helps students employ reading methods while remaining interested and motivated to improve reading comprehension. Instruction can help with active self-regulation. As a result, a model of reading for practitioners should specifically address active self-regulation and incorporate the skill and strategy clusters to be consistent with the state of the science of reading today. (Duke, N., & Cartwright, K., n.d.) Both approaches can be used to educate typical and atypical learners since they give the teacher insight into deconstructing reading comprehension. Because reading is difficult, I can now support all my students more effectively with decoding, language comprehension, and active self-regulation. The Simple View makes clear what goes into a successful reading program. We must ensure that children have the necessary topic knowledge and higher-order thinking abilities to comprehend what they read at every school level. Early reading training is required to guarantee that students develop solid decoding skills. (Farrell & Hunter, 2019)
Reference:
Duke, N., & Cartwright, K. (n.d.) The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. International Literacy Association, S25– S44. https://doi.org/10.1002/rrq.411
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