Phinney suggested that reading is a complicated process and involves a lot of processing, including the paired work of comprehension and word recognition. Richards and Leafstedt support this, in stating that some children can grasp reading immediately, but for others, they may need specific interventions. The Rose Review supports this, with the conceptual framework of ‘The Simple View of Reading’. This framework provides a base for teachers for assessing children, it encourages them that they...
Phinney suggested that reading is a complicated process and involves a lot of processing, including the paired work of comprehension and word recognition. Richards and Leafstedt support this, in stating that some children can grasp reading immediately, but for others, they may need specific interventions. The Rose Review supports this, with the conceptual framework of ‘The Simple View of Reading’. This framework provides a base for teachers for assessing children, it encourages them that they may not make equal progress in both dimensions. Therefore, ‘The Simple View of Reading’ points out that children should be introduced to a synthetic, systematic programme of high quality phonics to encourage the progression of their word recognition, therefore, later progressing onto their comprehension skills which “continues throughout life”. A synthetic, systematic programme of high quality phonics is portrayed within the Teachers’ Standards document within standard 3d, and it suggests that the teacher is responsible for teaching word recognition and phonics discretely.
