A review of the simple view of reading: Decoding and linguistic comprehension skills of low‐progress readers

Abstract

The purpose of this paper is to review recent studies examining the two components of the simple view of reading (i.e., decoding and linguistic comprehension) in relation to low‐progress readers. The assertion of the simple view of reading that reading disability results from deficiencies in decoding, linguistic comprehension or both, is supported by the research. Research has clearly shown that low‐progress readers (a) present deficits in decoding and linguistic comprehension skills, and (b) can benefit from decoding and linguistic comprehension interventions. Three kinds of decoding interventions (i.e., phonemic awareness instruction, phonics instruction and fluency instruction), along with several other important issues are examined. Linguistic comprehension interventions targeted at syntactic skills and background knowledge seem to receive less research attention.