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Simple View (simple + view)
Selected AbstractsLiteracy as a complex activity: deconstructing the simple view of readingLITERACY, Issue 2 2008Morag Stuart Abstract The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching , the Searchlights model of reading and its development , should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other, and show that nothing has been lost in this transformation from Searchlights to Simple View: on the contrary, much has been gained. That nothing has been lost is demonstrated by consideration of the underlying complexity inherent in each of the two dimensions delineated in the Simple View. That much has been gained is demonstrated by the increased understanding of each dimension that follows from careful scientific investigation of each. The better we understand what is involved in each dimension, the better placed we are to unravel and understand the essential, complex and continual interactions between each dimension which underlie skilled reading. This has clear implications for further improving the early teaching of reading. [source] On Trying to Save the Simple ViewMIND & LANGUAGE, Issue 5 2006THOMAS NADELHOFFER Despite the plausibility of this view, there is gathering empirical evidence that when people are presented with cases involving moral considerations, they are much more likely to judge that the action (or side effect) in question was brought about intentionally than they are to judge that the agent intended to do it. This suggests that at least as far as the ordinary concept of intentional action is concerned, an agent need not intend to x in order to x intentionally. [source] Simple but complex: components of the simple view of reading across grade levelsJOURNAL OF RESEARCH IN READING, Issue 4 2009Janet Tilstra The purpose of this study was to examine the simple view of reading (SVR) and contributions of verbal proficiency and reading fluency to reading comprehension for fourth-, seventh- and ninth-grade readers (N=271). The SVR explained a significant proportion of variance in reading comprehension for all grades with decreasing explained variance in higher grades. The variance explained by decoding decreased from fourth grade to higher grades. The variance explained by listening comprehension increased from fourth- to seventh-grade, but did not change from seventh- to ninth-grade. In all grades, verbal proficiency and reading fluency contributed substantial additional variance to reading comprehension beyond the SVR. Changes in the predictive relation between listening and reading comprehension and factors influencing reading comprehension in each grade are discussed. [source] Literacy as a complex activity: deconstructing the simple view of readingLITERACY, Issue 2 2008Morag Stuart Abstract The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching , the Searchlights model of reading and its development , should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other, and show that nothing has been lost in this transformation from Searchlights to Simple View: on the contrary, much has been gained. That nothing has been lost is demonstrated by consideration of the underlying complexity inherent in each of the two dimensions delineated in the Simple View. That much has been gained is demonstrated by the increased understanding of each dimension that follows from careful scientific investigation of each. The better we understand what is involved in each dimension, the better placed we are to unravel and understand the essential, complex and continual interactions between each dimension which underlie skilled reading. This has clear implications for further improving the early teaching of reading. [source] | ||||||||||