The Simple View of Reading

A Framework That Guides Effective Instruction

At Edwards Orton Gillingham, we are a professional development company that trains educators to deliver effective, evidence based reading instruction. One of the foundational models that supports this work is the Simple View of Reading. It explains what skilled reading requires and why both decoding and language comprehension must be taught directly and explicitly.

This model helps guide our work with schools and teachers, especially as they implement the Orton Gillingham approach within a structured literacy framework.

What Is the Simple View of Reading

Introduced by Gough and Tunmer in 1986, the Simple View of Reading describes reading comprehension as the product of two essential skills:

Reading Comprehension =
Decoding × Language Comprehension

Decoding is the ability to accurately and fluently read printed words
Language comprehension is the ability to understand spoken language

If either of these skills is weak, reading comprehension will suffer. A student who can decode but does not understand the language will not make meaning. A student who understands language but cannot decode the words on the page will also struggle. Skilled reading depends on both.

This model is called simple because of its structure, not because the process of reading is simple.

Why This Matters

The Simple View of Reading helps educators understand that strong reading comprehension cannot be built through exposure alone. It cannot be developed by guessing words based on pictures or relying on leveled books with limited vocabulary control.

Instead, students need clear and systematic instruction in both how to read words and how to understand language. This is especially true for students with dyslexia and other reading difficulties, but all students benefit from instruction that follows this model.Introduced by Gough and Tunmer in 1986, the Simple View of Reading describes reading comprehension as the product of two essential skills:

How We Apply This Model in Our Work

At Edwards Orton Gillingham, we support schools in bringing the Simple View of Reading to life through professional learning and coaching that reflects both research and classroom practice.

We help teachers:

Strengthen decoding through phonemic awareness, phonics, and spelling instruction
Use decodable texts that reinforce taught skills
Build oral language, vocabulary, and background knowledge through purposeful routines
Identify student needs through assessment and respond with targeted instruction

Our trainings give teachers the tools to support both strands of reading and to make informed decisions that match what students need most.

We are a professional development partner that helps schools build a strong foundation in the Science of Reading. Our focus is on teacher knowledge, skill development, and practical tools that improve instruction over time.