Arguing the case for a simple view of literacy assessment

Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales

“…(p. 23) Recently, there has been much support for the ''simple view of reading'' of Hoover and Gough (1990) (Rose, 2006;Stuart, Stainthorp, & Snowling, 2008). Westwood (2009) also supports this model, suggesting, then, that reading assessment should focus on ''phonic decoding ability (including where necessary an assessment of phonological awareness), immediate word recognition, comprehension and fluency'' (p. 7). It is a logical conclusion that assessments that measure students' achievements on all, some, or at least one of these crucial components will be the most useful means of identifying students who are beginning to struggle.…”

Early literacy: Towards a unified approach for childcare and school

“…First is the view of reading. While it states that schools must prioritize reading in the lower grades, the Danish government suggests that not only is reading a discrete skill to be mastered (put 'in place'), but it is one of several in a category of 'fundamental skills' and 'basic competencies' (Hoover & Gough, 1990;Westwood, 2009). Second, the Danish gov--ernment does not only reveal how it defines orality and literacy, but also, by linking the teaching of these basics to the concern for 'leaving no child behind', moves down a path where the pupils fall into two categories: those who have acquired the basic skills and those we might call special needs children who have 'difficulties in learning to read' (i.e.…”