Our guest author today is Susan B. Neuman, Professor of Early Childhood & Literacy Education, Steinhardt School of Culture, Education, & Human Development at New York University.
Over the past few years, “the science of reading” has become the latest obsession in the field of education. From professors and textbook publishers claiming they teach it to politicians and principals claiming they follow it, the science of reading is everywhere.
Like so much jargon, “the science of reading” is fast becoming a meaningless label—it’s applied to draw attention to political circumstances and no longer signals any deep understanding of how literacy develops. So let’s take another approach. Let’s define reading proficiency in a way that may be comprehensible and compelling, not only to educators but to the general public as well. And the clearest model to date is Gough’s and Tunmer’s “the simple view of reading.”
The simple view of reading is rather elegant in its efficiency. Basically, it argues that reading comprehension—that is, reading with real meaning is a product of fluent decoding and language comprehension. Essentially the model goes like this: Reading comprehension (RC) = fluent decoding (D) X language comprehension (LC). Neither fluent decoding nor language comprehension alone is sufficient for reading comprehension. Like Sinatra would say, you simply can’t have one without the other.