Literacy: whose complex activity?

Barrs, Myra; Pradl, Gordon M.; Hall, Kathy; Dombey, Henrietta

doi:10.1111/j.1741-4369.2008.00498.x

Cited by 6 publications

(5 citation statements)

References 1 publication

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“…Perhaps predictably, some researchers have raised a number of concerns with the implications of the reductionist nature of the SVR, alternative conceptions of D and LC, as well as its possible role as a model of classroom teaching (see e.g. Barrs et al ., ). In its defence, the SVR was not conceptualised as a model of teaching and learning per se , but rather as a macro‐model of specifically word‐level and broader cognitive‐linguistic capacities on reading comprehension (Kirby & Savage, ).…”

Section: The Simple View Of Readingmentioning

confidence: 97%

The Simple View of Reading as a framework for national literacy initiatives: a hierarchical model of pupil‐level and classroom‐level factors

Savage

Burgos

Wood

et al. 2015

British Educational Res J

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Section: The Simple View Of Readingmentioning

confidence: 97%

The Simple View of Reading as a framework for national literacy initiatives: a hierarchical model of pupil‐level and classroom‐level factors

Savage

Burgos

Wood

et al. 2015

British Educational Res J

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“…Such a critique assumes that reduction must be inherently wrong and implies that the researcher or researchers operate with a discernible naïveté concerning the phenomenon under investigation. In the call for papers on this topic (Barrs et al, 2007), the SVR was, perhaps predictably, criticised for being reductionist. The issue really is whether this reduction is useful or whether it misses so much about the essence of the phenomenon as to be useless or harmful.…”

Section: Science Reductionism and The Svrmentioning

confidence: 99%

Can the simple view deal with the complexities of reading?

Kirby¹,

2008

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We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word-reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a blueprint for instruction. Nevertheless we argue that the model is helpful in conceptualising these broad skills and thus in planning for teaching and learning. We review empirical evidence concerning the SVR, suggesting that it provides a good fit to much scientific data on typical and atypical development, and variation among students across the school age range. We also indicate several areas in which we think the SVR is incomplete or in need of further empirical support. These include the way in which word decoding is conceptualised, the ways in which RC is measured, RC strategies, the role of reading fluency, reading with illustrations and second-language reading.

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“…Barrs et al divide views of reading education into "simple" and "complex." 38 The simple view of reading is of a process of decoding and comprehension. The complex view reading is as "a complex transaction whereby reciprocity is subtly negotiated among text, context and reader."…”

Section: I T E R a C Y P R A C T I C E I N U K S C H O O L Smentioning

confidence: 99%

Look and Read: BBC School Television and Literacy Teaching 1957-1979

Barclay

2022

VIEW Journal

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The BBC began broadcasting school television in 1957. As school television developed in the 1960s, the BBC engaged with educational research and addressed national educational problems. Pedagogy in UK schools was becoming more progressive, and literacy was one of its most important and complex elements. UK Schools had struggled to achieve universal literacy among 7-9-year-olds. The series Look and Read and Words and Pictures used literacy research, adapted to the best method of presentation by television. The series took advantage of the developing televisual genres of children's drama and animation.

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Literacy: whose complex activity?

Cited by 6 publications

References 1 publication

The Simple View of Reading as a framework for national literacy initiatives: a hierarchical model of pupil‐level and classroom‐level factors

The Simple View of Reading as a framework for national literacy initiatives: a hierarchical model of pupil‐level and classroom‐level factors

Can the simple view deal with the complexities of reading?

Look and Read: BBC School Television and Literacy Teaching 1957-1979

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