Gina Cervetti|P. David Pearson|Annemarie Sullivan Palincsar|Peter Afflerbach|Panayiota Kendeou|Gina Biancarosa|Jennifer Higgs|Miranda S. Fitzgerald|Amy I. Berman
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Michigan United|University of Michigan–Ann Arbor|University of California, Berkeley|Michigan United|University of Michigan–Ann Arbor|University of Maryland, College Park|Twin Cities Orthopedics|University of Minnesota|University of Oregon|University of California, Davis|University of North Carolina at Charlotte|National Academy of Education
abstract advocates science reading invoked simple view reading svr justify approach foregrounds decoding early reading instruction svr describes comprehension product decoding listening comprehension also served primary theoretical model underlying reading understanding rfu initiative research funded rfu initiative included direct examinations validity svr nature underlying components extended svr studies middle school high school readers article authors use research conducted rfu initiative examine validity utility svr general appropriateness application science reading debate rfu research provided evidence support overall svr model also important cautions relevant science reading debate particular rfu provided evidence regarding significance listening comprehension component svr often overlooked advocates science reading research documented importance early oral language skills support decoding listening comprehension young readers plays critical role students success readers move school addition rfu research identified complicated constellation skills knowledge impact reading comprehension students advance school