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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. [16]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
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. [14] Some commonalities between human reading and the DRC model are: [5] Frequently occurring words are read aloud faster than non-frequently occurring words.
Some researchers suggest there is a need for more studies on the relationship between theory and practice. They say "We know more about the science of reading than about the science of teaching based on the science of reading", and "there are many layers between basic science findings and teacher implementation that must be traversed". [4]
Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called "reading wars".
Working from diverse perspectives, Frank Smith and Kenneth S. Goodman developed the theory of a unified single reading process that comprises an interaction between reader, text and language. [21] On the whole, Smith's writing challenges conventional teaching and diverts from popular assumptions about reading. [22]