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Recommendations of the Independent review of the teaching of early reading (the Rose Report)

The new conceptual framework for teaching reading: the 'simple view of reading' identifies two components of reading: 'word recognition' and 'language comprehension', both of which are essential to developing fluent and effective reading, and both of which require specific kinds of teaching.

The National Strategies Last update: 2011

What is the 'simple view of reading'?

The 'simple view of reading' proposes that skilled reading entails development of a set of processes by which the words on the page are recognised and understood (i.e. word recognition processes), and development of increasingly sophisticated language comprehension processes, by which texts as well as spoken language are understood and interpreted. Includes a diagrammatic representation of the concept.

The National Strategies Last update: 2011

Simple view of reading: Early Years settings

Document highlighting the importance of improving teaching of early reading by adopting the conceptual framework 'simple view of reading'. It highlights recommendations made in the Rose Report to move away from the Searchlights model and focus on word recognition and language comprehension, as both are essential to achieve effective reading. As teachers assess children’s performance and progress within both word recognition and language comprehension processes, they need to identify children’s particular learning needs and use this analysis to guide further…

The National Strategies Last update: 2011

Simple view of reading: Early Years settings

An overview for literacy leaders and managers in schools and Early Years settings of the new conceptual framework for teaching reading: the 'simple view of reading'. This document highlights recommendations made in the Rose Report to move away from the 'Searchlights' to further improve the teaching of reading. As teachers assess children's performance and progress within word recognition and language comprehension processes, they need to identify children's particular learning needs and use this analysis to guide teaching. This document was…

The National Strategies Last update: 2011

Ensuring development

Detailed outline of the reading scheme and purpose; describing how initially the focus is on helping children to master the alphabetic code, apply their phonic knowledge and skills as they decode words and develop a store of familiar words - developing "automaticity" in their word reading. The focus of teaching for later reading development will emphasise comprehension and response, as children develop as critical and fluent readers, moving from learning to read, to reading to learn, engaging and interacting with…

The National Strategies Last update: 2011