The Simple View of Reading

The simple view of reading proposes that reading is

• The product of decoding and linguistic comprehension.

• Simple to learn but made more complex by the teaching methods we use.

• Simple when taught early, but only more complex if the window of opportunity has passed.

• All of the above are proposed by the simple view of reading

The current status of the simple view of reading is that it

• is a great idea awaiting experimental evaluation

• Is a theoretical framework with extensive research validation

• Is valid for most students, but not for English language learners.

• Is valid for most students, but not for those with IDEA disabilities

Hyperlexia refers to a case in which

• Word-level reading is far below one's reading comprehension.

• Word-level reading is far above one's reading comprehension.

• Word-level reading and reading comprehension are both above average.

• Word-level reading and reading comprehension are both below average.

According to the simple view of reading framework, what can be said about those with low IQs?

• They should at least be hyperlexic and not poor at both word reading and language comprehension

• They should at least be dyslexic and not poor at both word reading and language comprehension.

• They should at least be dyslexic and not poor at both word reading and language comprehension.

• They should at least be dyslexic and not poor at both word reading and language comprehension.

All of the following are suggested in the chapter about compensating readers except:

• They tend to have strong verbal skills.

• Because their reading scores are average, they are not a concern.

• Lower-level skills such as phonological awareness limit their word-level reading, which thus prevents their reading comprehension from being as high as their language comprehension.

• They are often difficult to detect, especially early in their reading careers.

What appears to be the benefit of using the simple view of reading framework to guide reading assessments?

• It will make such assessments much briefer.

• It will allow evaluators to better understand reading skills without formal assessments

• It will allow evaluators to assess skills that underlie reading that may be contributing to the reading difficulty.

• Many achievement batteries are based on the simple view of reading.

What appears to be the benefit of using the simple view of reading framework to guide reading instruction and intervention

• It will make lesson planning easier.

• It will allow one to better understand reading skills without formal assessment.

• It will allow teachers to address the skills that are the likely source of a student’s reading difficulty.

• Most reading series are already based on the simple view of reading.

All of the following are related to cipher knowledge except

• Letter-sound knowledge.

• Inferencing skills

• Phonic decoding.

• Phonological awareness.

Word-specific knowledge

• Is based on an overlapping set of skills with cipher knowledge

• Requires past experience with specific words.

• Overlaps with the concept of a sight word.

• All of the above.

The linguistic comprehension aspect of the simple view of reading is based on all of the following except

• Word-reading skills.

• Vocabulary knowledge.

• Background knowledge

• Working memory.