Contents contributed and discussions participated by Amethyst Hinton Sainz

conceptual model of adolescent reading
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global view of the reading process
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Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990)
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act of reading is complex,
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two key components: word recognition and linguistic or language comprehension.
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are equally important and mutually inclusive
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both components are necessary for reading success.
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5th and 6th grade, decoding accounts for up to 13% and linguistic comprehension for up to 35% of the variability among readers (Hoover & Gough, 1990).
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word recognition accounted for 27% of the unique variance at the second grade but only 2% at the eighth grade (Catts, Hogan, & Adolf, 2005).
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instruction in either decoding or linguistic comprehension improves reading so long as neither component is nil (Hoover & Gough, 1990).
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The word-level skills that seem to support comprehension include accuracy, rate, and prosody (National Reading Panel, 2000)
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reading rate seems most important;
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Thus, fluent reading of words matters a great deal in proficient reading, and there is a strong correlation between word recognition and comprehension
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Kintsch expands the domain of language comprehension to include deep processing of textual information and prior knowledge and adds depth to the Simple View of Reading framework by defining the importance and focus of reading comprehension strategies.
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cognitive and metacognitive strategies (executive processes) can and must be taught to struggling readers, especially when they encounter unfriendly texts (i.e., poorly written or difficult vocabulary),
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compensate for lack of prior knowledge.
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Reading for understanding allows the reader to answer typical comprehension questions such as those found at the end of reading selections.
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learning from text requires the reader to draw upon information from the text and use prior knowledge to make inferences (highlighting the critical role of prior knowledge in comprehension).
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allows the reader to use the information in new and novel situations. Learning of this type is much deeper, and is referred to as situational learning
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Thus, word-level theory (e.g., Catts et al., 2004; Hoover & Gough, 1990; Torgesen et al., 2001; Stahl & Hiebert, 2004) and Kintsch's reading comprehension theory seem compatible and necessary for "deep" reading comprehension.
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these theories support interventions that teach students a series of rules or cognitive and metacognitive strategies to apply as they process text and learn from reading (Adams et al., 1998).
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Strategic readers use executive process to self monitor their reading success and deploy repair strategies when necessary (Hacker, 2004). These executive process, while complementary to the language comprehension component of the Simple View, move beyond background knowledge, syntax and semantics, vocabulary, and text structures and may be considered a separate and important theoretical element
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Strategic Instruction Model (SIM)
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some struggling readers still need intervention in this area.
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most adolescents have acquired the foundational word recognition and decoding skills
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"Bridging Strategy" that provides explicit instruction and scaffolded support to help struggling readers with word-level interventions that improve word recognition and fluency.
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explicit instruction in language comprehension and reasoning (background knowledge, syntax, vocabulary) should be provided.
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Integration of cognitive and metacognitive strategies requires that the reader take strategic action and put forth effort to make meaning of the integration of text material and prior knowledge.
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