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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 teaching.…

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

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

The new conceptual framework for teaching reading: the 'simple view of reading'

Overview of how the "simple view of reading" works.

The National Strategies Last update: 2011

Phonics and early reading - Part 1

Description of the ‘simple’ view of reading with its two dimensions of 'word recognition' and 'language comprehension', and its implications for teaching reading through synthetic phonics.

The National Strategies Last update: 2011