The new conceptual framework for teaching reading: the 'simple view of reading'

Recommendations of the Independent review of the teaching of early reading (the Rose Report)

Recommendations of the Independent review of the teaching of early reading (the Rose Report) March 2006

The Rose Report acknowledges the contribution the National Literacy Strategy has made to raising standards of attainment in reading in England since its inception in 1998 and to the improved direct teaching of literacy in the primary phase. However, the review also found that the Searchlights model of reading promoted by the Strategy has now been overtaken by more recent research and concludes that it is now time to move on from this model in order to support teachers and practitioners to further improve their teaching of early reading. It recommends the adoption of a different conceptual framework: the simple view of reading. This conceptual framework identifies two components of reading: 'word recognition' and 'language comprehension', both of which are essential to developing fluent and effective reading, and both of which require specific kinds of teaching.

Further progress toward the goal of using evidence derived from psychological research to inform teaching practice will be better achieved if the searchlights model is now reconstructed into the two components of reading (word recognition, language comprehension) that are present but confounded within it.

Independent review of the teaching of early reading, Appendix 1, paragraph 9, page 75