The Simple View Of Reading (Svor)

According to Hoover and Gough (1990) the Simple View of Reading does not refute the complexity of reading but declares that such intricacies are limited to two processes. First presented by Gough and Tunmer (1986) the Simple View of Reading (SVoR) is a theoretical framework categorising how we learn to read into two dimensions: word recognition and language comprehension. Word recognition is having the capability to identify and decode the words on the page, whilst language comprehension is the ability to understand the language. The model is portrayed by a cross with four quadrants encompassing these. This view has further developed since it was first presented in 1986 and is highlighted in the Rose Review which has become a recommended national

Letters and Sounds encompasses six phases for forty-four phonemes, where children are grouped in accordance to the phase that coincides with their current attainment. Through differentiation and ongoing assessment, children can advance through these phases at a pace appropriate for their individual needs. Implications of the SVoR has led to the development of high-quality phonics whereby phonic work is set within an extensive and profuse curriculum, systematic work is taught discretely and high quality phonic work has become a priority within quality first teaching. In relation to my SE1 context, within year 3, the majority of the class are secure within their phonics knowledge, this is supported by the national expectation which states that 85 percent of children will be secure at Phase 5 of Letters and Sounds which should occur at the end of KS1. (DfES, 2007). From observations, phonics changes in significance by children becoming more fluent readers and progressively accurate spellers. This is supported by Rose, (2006) who outlines that at KS2 the focus of phonics changes from learning to read to reading to

Comprehension is predominately taught through guided reading. The Rose Review (2006) highlighted the crucial importance of talk in increasing comprehension skills. This is supported by Waugh and Jolliffe (2013) who emphasise that speaking and listening are not only important for communication but also for developing effective reading skills. Palinscar and Brown (1984) have shown the significance of dialogue in supporting children’s comprehension skills when reading. The theory suggests reciprocal teaching of comprehension strategies is successful when questioning, clarifying, summarising and predicating is practised. This is reinforced by observations made within my SE1 placement where I witnessed effective comprehension practised through guided reading involving these four aspects. Browne (2001) states that guided reading creates the possibility for children to obtain a range of texts enhancing their vocabulary. Fundamentally, teachers must support the children to ensure that they are able to draw inferences about character’s feelings and intentions, validate answers with supporting evidence and contemplate authorial intent thus enriching their