In fact, a Google search finds that the terms science of reading and simple view appear together in websites over 71,000 times, and although 35 years old, the theory is cited more often now than ever. The simple view of reading (SVR Gough & Tunmer, 1986) is widely used to explain the science of reading to classroom teachers and others involved in reading education and to guide instructional practice (e.g., Moats, Bennett, & Cohen, 2018 Rose, 2006, 2017). We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators.
We point to research showing that instruction aligned with these advances can improve students’ reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways and (3) there are many contributors to reading not named in the simple view, such as active, self-regulatory processes, that play a substantial role in reading.
Research in the 35 years since the theory was proposed has revealed additional understandings about reading. The simple view is a useful tool for conveying the undeniable importance-in fact, the necessity-of both decoding and linguistic comprehension for reading. The simple view of reading is commonly presented to educators in professional development about the science of reading.
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