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The reading rope. The reading rope is a visualization of the simple view published by psychologist Hollis Scarborough in 2001, showing the interactivity of decoding and language comprehension (and their sub-components) in producing fluent reading comprehension.
Active view of reading model. The active view of reading (AVR) model (May 7, 2021), Nell K. Duke and Kelly B. Cartwright, offers an alternative to the simple view of reading (SVR), and a proposed update to Scarborough's reading rope (SRR). It reflects key insights from scientific research on reading that are not captured in the SVR and SRR.
Reading is an area that has been extensively studied via the computational model system. The dual-route cascaded model (DRC) was developed to understand the dual-route to reading in humans. Some commonalities between human reading and the DRC model are: Frequently occurring words are read aloud faster than non-frequently occurring words.
Hollis Scarborough. Dr Hollis Scarborough is an American psychologist and literacy expert who is a senior scientist at Haskins Laboratories in New Haven, Connecticut. She has been a leading researcher in the area of reading acquisition since 1981, and has been involved with efforts to improve US national policy on the teaching of reading.
Science of reading; Scarborough's Reading Rope; The active view of reading model ... arguing that institutional schooling as such is an irretrievably flawed model of ...
The Coleman–Liau index is a readability test designed by Meri Coleman and T. L. Liau to gauge the understandability of a text. Like the Flesch–Kincaid Grade Level, Gunning fog index, SMOG index, and Automated Readability Index, its output approximates the U.S. grade level thought necessary to comprehend the text.
The teacher as reading instructor is a role model of a reader for students, demonstrating what it means to be an effective reader and the rewards of being one. Reading comprehension levels. Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness.