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

Overview for literacy leaders and managers

The Rose Report made clear that there are two distinct but related processes involved in teaching children to read: learning to recognise words and developing language comprehension. Both are essential for learning to read and are contained in the Simple view of reading. This view replaces the Searchlights model. The paper supports practitioners' and teachers' understanding of the processes involved in ensuring children become secure in recognising words and develop comprehension skills.