The Simple View of Reading

The Simple View of Reading is an accepted explanation model for reading. It explains reading as a product of decoding and language comprehension that leads to reading comprehension.

Decoding

The process used to read and interpret the individual letters into words so that they can then understand the meaning of them is called decoding. Understanding language is the understanding of words, concepts, grammar, and the outside world needed to understand what you are reading. It is not enough to be able to read letters and words, you also have to understand the language. It is the understanding of language that makes you understand that blueberry rice is not a dish but something that grows in the forest.

The reading process

Reading and understanding what has just been read is a complicated process that requires a lot of a student. The student should be able to link sounds, phonemes, and letters, graphs correctly, but also be able to sound several graphs together in order to be able to put it together into one word. In addition, when the student has mastered this technique, several words should be put together into a sentence and the student must create an understanding of the content of the reading based on previous knowledge and experience.

Phonological Awareness

Phonology means an understanding of the spoken language’s sound structure. A student with good phonological awareness can connect grapheme-phonemes with each other, find words that rhyme and divide words into syllables.

Reading flow

Another component of reading is reading flow. Reading flow means that it is so easy to decode words so that the pupil does not have to put the decoding power on but can acquire the content of the text. When a student has developed a good reading flow, a good reading comprehension is usually followed. However, it is not a matter of course, it may burst into the pupil’s language understanding.

Language understanding

Language understanding has traditionally not been a component associated with reading development, but in a study conducted by Maria Levin (2004), students with reading comprehension difficulties not only had difficulty with their decoding ability, but also exhibited a weak vocabulary, poor grammatical ability and poor comprehension. text.

Motivation and reading loss

With understanding, the student’s motivation also comes to reading. With increased motivation for reading, the student’s desire to read increases and when the student reads a lot, the reading flow, the understanding and the ability to decode increasingly difficult words and texts develop.

A fragile thread

The complex process is like a fragile thread. If a component breaks or gets a knot, the student’s reading development process will be disturbed. It can be difficult to fix or to tie a knot on a fragile thread, but with the right efforts at the right time it is possible to both promote and prevent.