Science of Reading Research Calls Attention to the Need for “Bridging Processes”
Active View of Reading
In our last post, we talked about some of the latest science related to the Active View of Reading (AVR) that updates the popular Simple view of Reading model (SVR). Duke and Cartwright's Active View of Reading identifies several linguistic categories not found in the Simple View of Reading. Some of the categories educators can target to improve reading comprehension in early learners include: active self-regulation, social skills, cultural knowledge, and bridging processes between word recognition and language comprehension.
A further look at the bridging skills reveals how important language learning is to reading comprehension. In Kate Nation’s (2019) "Expanded View of the Simple View of Reading,” she highlights the central role of oral language’s contribution to both WR and LC and its bi-directional nature.
Bridging Processes
The AVR model’s bridge processes challenge the original SVR assumption that word recognition should be taught separately from language comprehension; in fact, research suggests that they should be taught together. Newer literacy resources like the University of Florida's Literacy Institute (UFLI) communicate this in their curriculum, suggesting that the 90 minute reading block include 30 minutes for “language comprehension instruction to build vocabulary, oral language, background knowledge, etc.”
The practical takeaways:
•the need for instructional strategies and interventions that combine word recognition and language comprehension to address reading difficulties
•build instruction into the reading block that focuses on bridging word recognition and language comprehension, like oral language and vocabulary lessons.
About AskMeno
AskMeno is dedicated to helping early childhood leaders build the foundational oral language and social skills necessary for their young scholars’ reading comprehension and emotional wellbeing. AskMeno provides a play-based, teacher-facilitated supplemental curriculum that systematically and explicitly develops oral language and social skills through scaffolded, fun, and engaging learning activities.
