Models of Reading by Kristin Witkowski

perlnb01 — 2025-08-26 17:46:54 UTC

When looking at the simple view of reading, the biggest takeaway regarding the models of reading is that it takes word recognition and language comprehension to have strong reading comprehension. In other words, you can't have one without the other. So if a student does not have strong word recognition but has strong language comprehension, then there won't be strong reading comprehension. Or vice versa. This all ties into Scarborough's reading rope. In Scarborough's reading rope, there are 5 components to language comprehension (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) and 3 components to word recognition (phonological awareness, decoding, and sight recognition). Each component represents a string. When they are by their selves, they are weak, but when they are all interwoven or tied together, they are strong. So each component needs to be tied together in a rope to create strong and skilled reading comprehension.

cignaag01 — 2025-08-27 00:27:55 UTC

After looking through the presentation, my biggest takeaways from the simple view of reading is that in order to have strong reading comprehension a student has to have BOTH word recognition and language comprehension. These skills work hand in hand to develop strong reading comprehension. I like to think of it this way, for example if a student know the word dog and can recognize that d-o-g is the word dog they still can't comprehend the meaning behind the word without language comprehension. Being stronger in one skill and not the other essentially renders both skills useless.

2025-08-28 13:30:10 UTC

My biggest takeaway from the models of reading is that both word recognition and decoding, as well as language comprehension, are essential for developing strong reading comprehension. The video showed that if either skill is missing, comprehension is unlikely to occur, which highlights the need to build both areas in instruction. Scarborough’s Reading Rope really emphasized this idea for me—each strand, such as vocabulary, background knowledge, phonological awareness, and decoding, may seem weak on its own, but when woven together they form a strong rope that represents skilled reading comprehension. This shows that effective reading instruction is not about focusing on just one piece, but about weaving multiple skills together over time so students can become confident, independent readers.

hannaszefler17 — 2025-08-28 18:39:04 UTC

One of my biggest takeaways on "Simple View of Reading" is that reading comprehension is a model of two skills. I will say that reading comprehension is not just a single skill. In addition, Language Comprehension is a more broader topic and or category. This involves a series of background knowledge, vocabulary, working memory, and inference. Another is that models of reading provide a diagnostic framework. Moving on, word-level reading includes phonetic decoding, which means breaking down words by sound. For example, letter-sound knowledge and phoneme blending. Moreover, this model also consists of a diagnostic framework. Now, this model provides us with an accessible way for the educators to diagnose reading difficulties. For instance, instead of us just saying to the student, " can't read". We will pinpoint that specific area of struggle. Lastly, my potential question. One question is what are the limitations of this model?.

domaram01 — 2025-08-29 00:22:59 UTC

My biggest takeaway from looking through the presentation and watching the assigned videos was from the Scarborough's Reading Rope. This slide showed me that skilled reading develops when two set of skills work together: word recognition and language comprehension. As each of these strands are woven together, they create fluent reading and deep understanding. The Scarborough's model shows that strong reading instruction must build both sides of the rope, because each of the strands are essential for skilled reading. In addition, the simple view of reading model showed that reading comprehension relies on two very essential components: word-level reading and language comprehension. Both must work together to build strong successful readers.

2025-08-30 15:25:38 UTC

I believe my biggest take away is that reading is not a natural process involving phonology but connecting those phonemic skills to comprehension foundations. As someone preparing to teach multilingual/ELL students, I see this especially valuable as I have to ensure I practice this balance. Using research-based practices while adapting them thoughtfully to meet the unique needs and cultural backgrounds of my future students.

2025-09-06 02:35:01 UTC

My biggest takeaway from Scarborough's reading rope is that everything all comes into one area of "skilled reading" the schema or "background knowledge" helps students to already have an idea of what they're reading rather than not understanding parts. the vocabulary and the language structures come together to help the understanding of what the students are reading, as well as the verbal reasoning and literacy knowledge to be able to think ahead, or know what something means while also understanding the concepts. All of these come together to help the understanding of what you are reading. The Phonological awareness, paired with decoding help students to better be able to read words they don't know right away and to sound them out, and the sight recognition which can come with the background knowledge, will make it so words you see constantly, another name for them are "high frequency words" these will allow students to just see them, and know what they say. All of these will make it so students can read quicker and more fluent. and everything together makes the fluidity of reading and understanding what you're reading the end goal, or "skilled reading".

2025-09-07 19:37:57 UTC

One of my biggest takeaways from the presentation is the "simple view of reading" and which it is 2 components combined together which are word recognition or decoding and language comprehension. This was one of my biggest takeaways because to have the ability to have good reading comprehension you need to be able to decode and have a good language comprehension. The video we watched showed that if either of the skills are missing the student will not be able to comprehend what they are reading. They showed that in the video through using it as a math problem, so if you are good at both skills then it would be 1x1 which equals 1, so that means the student will be able to comprehend the book or the passage they are reading, but if the student is missing one of the skills, which is shown by a 0, than 0x1 or 1x0 equals 0, which means the student will not be able to comprehend.

2025-09-07 20:54:24 UTC

My biggest take away is reading doesn’t have a one size fits all approach or have a specific component of instruction. From Scarborough reading rope how reading skills relies on language comprehensive and word recognition. Word recognition like decoding and sight recognition, familiar words, will increase automatic. Language comprehensive like vocabulary, literacy knowledge increase long term so the more u read the more this skills will improve.

longl01 — 2025-09-07 22:12:24 UTC

My biggest takeaway from the presentation was the discussion of the "simple view of reading". I think it is important to understand that students need skills in both word recognition/decoding and language comprehension to be able to comprehend and take information away from the text. This skills have equal importance in their overall ability to comprehend what they are reading. I liked the way it was depicted in the graph in the video when values were assigned an multiplied. It was a clear representation of how necessary both skills are for success. It was a helpful reminder that the complex skills developed in language comprehension contribute just as much as those in word recognition when developing literacy.

2025-09-08 02:15:11 UTC

One of my biggest take away is the visual of reading comprehension being the product of word recognition and decoding multiplied with language comprehension. I liked how the video described if one was assigned the value of 1 but the other was assigned a 0, the product, being reading comprehension, would be given a 0. This really gives you an idea of how reading is not just one aspect but a comprehensive application of many skills. The reading rope is also a great visual to see how the many skills intertwine.