simple view of reading

Question 1

what is the simple view of reading?

Answer 1

The simple view of reading is a hypothesis proposed by Gough and Tunmer (1986) that suggests reading comprehension ability is a product of listening comprehension ability (language) and word reading ability (decoding). This view suggests that, in order to read successfully, children need to master each of these skills and that neither one of these skills is sufficient by itself.

Question 2

what is the plan

Answer 2

1. What is the simple view of reading?
2. language comprehension intro
3. Linguistic knowledge
4. background knowledge
5. decoding intro
6. The basis of cipher and lexical knowledge
7. Knowledge about the alphabet principle
8. Concepts about print
   LITTLE LAURA BAKED DRY BROWNIES AND PIES

Question 3

linguistic knowledge

Answer 3

Linguistic knowledge can be divided into three large domains. These are phonology, semantics and syntax.
Phonological knowledge is the knowledge of the sound structure of a language and of the basic elements that convey differences in meaning. This allows us to distinguish one word from another by its sound.
Semantic knowledge deals with the meaning components of language, both at the level of individual units (morphemes) and at the higher levels that combine these units (e.g. morphemes into words, words into sentences, sentences into discourse). This allows us to assign meaning to words.
Syntactic knowledge is the knowledge of the rules of a language that specify how to combine different classes of words (e.g., nouns, verbs, adjectives) to form sentences. This is necessary because, syntax defines the structural relationship between the sounds of a language (phonological combinations) and the meaning of those combinations, without comprehension could not occur.

Question 4

language comprehension intro

Answer 4

The first skill that Gough and Tumner (1986) proposed as an essential element to reading is language comprehension. This refers to the ability to construct meaning from spoken language (SEDL, 2015). This ability requires a complex mix of different abilities that are each of somewhat dependent on the other. However, two large domains of knowledge are required for success:
The first is linguistic knowledge - knowledge of the formal language structures.
The second is background knowledge which includes the content and procedural knowledge acquired through experience.

The combination of these two allows us to make inferences from language.

Question 5

background knowledge

Answer 5

Background knowledge, on the other hand, is knowing how the everyday world works, both in terms of content and procedures. It is a crucial component of language comprehension as it represents the substance on which language operates.

Question 6

decoding

Answer 6

The second interdependent skill, that Gough and Tumner (1986) suggested was necessary was decoding. Decoding is the process of translating a printed word into a sound (ref). Alphabetic languages are those whose writing systems relate the written and spoken form of words systematically. In English, both systematic and unsystematic (or idiosyncratic) relationships exist, and the successful reader must be able to understand both. Knowing systematic relationships, or having cipher knowledge as it is called, allows us to relate the units of the written word (the letters of the alphabet) and the units of the spoken word (not the sounds themselves, but the abstract units–the phonemes–that underlie the sounds). This is used for words like ‘cat’ and allows us to read many new words that we’ve never before encountered in written form. Knowing the exceptions, or having lexical knowledge, allows individuals to access the meaning of a known word whose spelling violates the systematic relationships(e.g., “stomach”).
Therefore in order to ‘decode’ a person must recognize both types of relationships between written and spoken words. For both these are necessary for successful word recognition

Question 7

beforehand

Answer 7

However, as the theory suggest, before children can develop cipher and lexical knowledge, they require the knowledge of a number of other aspects, including: letter knowledge (the ability to recognise and manipulate the units of the writing system), phoneme awareness knowledge (be able to explicitly recognize and manipulate the units of the spoken word) knonwlege about the alphabet principle (knowing that a systematic relationship exists between the internal structure of written and spoken words, and that the task of learning to recognize individual words requires discovering this relationship) and concepts about print ( knowledge of the mechanics of the printed word).