{"id":155,"date":"2016-09-01T18:07:35","date_gmt":"2016-09-01T18:07:35","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/?post_type=chapter&p=155"},"modified":"2016-09-01T18:07:35","modified_gmt":"2016-09-01T18:07:35","slug":"introduction-2","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/chapter\/introduction-2\/","title":{"raw":"Introduction","rendered":"Introduction"},"content":{"raw":"As noted in the previous chapter on word recognition\u2019s contribution to reading comprehension, the Simple View of Reading (Gough & Tunmer, 1986) is a research-supported model of the reading process. It portrays skillful reading comprehension as a combination of two separate but equally important components\u2014word recognition skills and language comprehension ability. In other words, to unlock comprehension of printed text (as opposed to other modes such as visual or audio that would not require a person to aim for reading comprehension), two keys are required: the ability to read the words on the page and the ability to understand the meaning of the words (Davis, 2006). The previous chapter (Chapter 3<\/a>) discussed the importance of improving word recognition and methods for doing so. This chapter will cover the other essential component of successful reading comprehension\u2014language comprehension. As you will see, the elements required for language comprehension are all related to gaining meaning from what is being read.\r\n
<\/div>\r\n\r\n[caption id=\"attachment_749\" align=\"aligncenter\" width=\"874\"]\"Figure Figure 1. Strands of early literacy development. Reprinted from Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice, by H. S. Scarborough, in S. B. Newman & D. K. Dickinson (Eds.), 2002, Handbook of early literacy research<\/em>, p. 98, Copyright 2002, New York, NY: Guilford Press. Reprinted with permission.[\/caption]\r\n\r\nThe two essential components of the Simple View of Reading are represented by an illustration created by Scarborough (2002). In her illustration, seen in Figure 1, the two necessary braids that contribute to reading comprehension are themselves comprised of underlying skills and strands. Because the Simple View of Reading represents the progression toward proficient reading comprehension as requiring two components, it is termed \"simple.\u201d In actuality, each of the components is complex due to its\u00a0underlying elements. In the case of language comprehension discussed in this chapter, students need to steadily accumulate a fundamental base of background knowledge, vocabulary, verbal reasoning, and literacy knowledge (see below for definitions and explanations of each), and the ability to strategically apply these elements during reading to comprehend texts. To apply strategically means that during the reading of text, readers must continually monitor how well they comprehend its meaning, and bring forth any knowledge they have about the topic, words, sayings, and more. This process is called \u201cmetacognition,\u201d or thinking about thinking. After a brief commentary about language comprehension below, the importance of overall knowledge for three elements that lead to the strategic, metacognitive application of the skills and elements in the service of language comprehension will be presented, and instructional methods for each will be provided.","rendered":"

As noted in the previous chapter on word recognition\u2019s contribution to reading comprehension, the Simple View of Reading (Gough & Tunmer, 1986) is a research-supported model of the reading process. It portrays skillful reading comprehension as a combination of two separate but equally important components\u2014word recognition skills and language comprehension ability. In other words, to unlock comprehension of printed text (as opposed to other modes such as visual or audio that would not require a person to aim for reading comprehension), two keys are required: the ability to read the words on the page and the ability to understand the meaning of the words (Davis, 2006). The previous chapter (Chapter 3<\/a>) discussed the importance of improving word recognition and methods for doing so. This chapter will cover the other essential component of successful reading comprehension\u2014language comprehension. As you will see, the elements required for language comprehension are all related to gaining meaning from what is being read.<\/p>\n

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\"Figure<\/p>\n

Figure 1. Strands of early literacy development. Reprinted from Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice, by H. S. Scarborough, in S. B. Newman & D. K. Dickinson (Eds.), 2002, Handbook of early literacy research<\/em>, p. 98, Copyright 2002, New York, NY: Guilford Press. Reprinted with permission.<\/p>\n<\/div>\n

The two essential components of the Simple View of Reading are represented by an illustration created by Scarborough (2002). In her illustration, seen in Figure 1, the two necessary braids that contribute to reading comprehension are themselves comprised of underlying skills and strands. Because the Simple View of Reading represents the progression toward proficient reading comprehension as requiring two components, it is termed “simple.\u201d In actuality, each of the components is complex due to its\u00a0underlying elements. In the case of language comprehension discussed in this chapter, students need to steadily accumulate a fundamental base of background knowledge, vocabulary, verbal reasoning, and literacy knowledge (see below for definitions and explanations of each), and the ability to strategically apply these elements during reading to comprehend texts. To apply strategically means that during the reading of text, readers must continually monitor how well they comprehend its meaning, and bring forth any knowledge they have about the topic, words, sayings, and more. This process is called \u201cmetacognition,\u201d or thinking about thinking. After a brief commentary about language comprehension below, the importance of overall knowledge for three elements that lead to the strategic, metacognitive application of the skills and elements in the service of language comprehension will be presented, and instructional methods for each will be provided.<\/p>\n\n\t\t\t

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  • Figure 1. Strands of early literacy development. Reprinted from Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice, by H. S. Scarborough, in S. B. Newman & D. K. Dickinson (Eds.), 2002, Handbook of early literacy research, p. 98, Copyright 2002, New York, NY: Guilford Press. Reprinted with permission.. Authored by<\/strong>: H. S. Scarborough. License<\/strong>: All Rights Reserved<\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":623,"menu_order":2,"template":"","meta":{"_candela_citation":"[{\"type\":\"copyrighted_video\",\"description\":\"Figure 1. Strands of early literacy development. Reprinted from Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice, by H. S. Scarborough, in S. B. Newman & D. K. Dickinson (Eds.), 2002, Handbook of early literacy research, p. 98, Copyright 2002, New York, NY: Guilford Press. Reprinted with permission.\",\"author\":\"H. S. Scarborough\",\"organization\":\"\",\"url\":\"\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-155","chapter","type-chapter","status-publish","hentry"],"part":67,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/155","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/users\/623"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/155\/revisions"}],"predecessor-version":[{"id":156,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/155\/revisions\/156"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/parts\/67"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapters\/155\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/media?parent=155"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/pressbooks\/v2\/chapter-type?post=155"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/contributor?post=155"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-childrenslit\/wp-json\/wp\/v2\/license?post=155"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}