The simple view of reading is that reading is the product of decoding and linguistic comprehension.
In this context,
“reading” refers to “reading comprehension”,
“decoding” is simply recognition of written words[1]
and “linguistic comprehension” means understanding language, whether spoken or written.
Decoding (D) x (Oral) Language Comprehension (LC) = Reading Comprehension (RC)[2]
The parts of the equation are:
(D) Decoding: Converting written words into spoken language [3]
(LC) Language (listening) comprehension: understanding the meaning of the words in context (as if they had been spoken out loud).
(RC) Reading comprehension: understanding the meaning of the written words in context.
To be clear, all of this can be done while doing silent reading.
The equation asserts the following:
If a reader can decode the words in a text accurately and understands the meaning of those words in context, they will be able to understand the text (i.e. reading comprehension).
If a reader can decode the words accurately, but does not understand the meaning of the words in context, they will not have reading comprehension. (e.g. A reader who can decode the word “etymology” but does not know what it means, will not achieve reading comprehension.)
If a reader cannot decode the words accurately, yet understands the meaning of those words in context, they will not have reading comprehension. (e.g. A reader who knows what a tyrannosaurus rex is, but cannot decode the words, will not achieve reading comprehension.)
The simple view of reading was originally described by psychologists Philip Gough and William Tunmer in 1986 [4] and modified by Wesley Hoover and Philip Gough in 1990;[5] and has led to significant advancements in our understanding of reading comprehension.
^Hoover, Wesley, Gough, Philip (1990). "The Simple View of Reading". Research Gate: 130.{{cite journal}}: CS1 maint: multiple names: authors list (link)
^Kendeou, Panayiota; Savage, Robert; Broek, Paul (June 2009). "Revisiting the simple view of reading". British Journal of Educational Psychology. 79 (2): 353–370. doi:10.1348/978185408X369020. PMID19091164.
^Gough, Philip B.; Tunmer, William E. (18 August 2016). "Decoding, Reading, and Reading Disability". Remedial and Special Education. 7 (1): 6–10. doi:10.1177/074193258600700104. S2CID145093377.