D770 Secondary Literacy Methods and Interventions Notes
Section 1: Science of Reading Methods and Literacy Instruction
Lesson 1: Science of Reading in MTSS Secondary Literacy Instruction
This Lesson provides a comprehensive guide to supporting you with knowLedge on the Science of
Reading principLes in secondary education through the SimpLe View of Reading and Scarborough's
(2001) Reading Rope. You wiLL then review the LeveLs of MuLti-tiered System of Supports (MTSS)
Literacy instruction and Learn about the Science of Reading Language comprehension for skiLLed
reading, which incLudes: the roLe of Language in Literacy acquisition, phonoLogy, morphoLogy,
semantics, syntax, pragmatics, discourse, and orthography. This foundationaL information wiLL
support you throughout the rest of the course
Lesson 1.1: The Science of Reading
*How might improving Literacy skiLLs in middLe and high schooL benefit students in other subjects?
RefLecting on Literacy's cross-discipLinary benefits heLps you see how reading skiLLs infLuence
success in various subjects. This insight is cruciaL for appreciating the roLe of Literacy in
comprehensive education.
Science of Reading Overview
The science of reading is an interdiscipLinary approach that expLores how peopLe Learn to read and
the best methods for teaching reading. It combines insights from the science of Learning,
education, psychoLogy, Linguistics, and neuroscience to understand reading deveLopment
comprehensiveLy. This approach emphasizes evidence-based practices that enhance reading
instruction and intervention. The science of reading framework incLudes key components such as
decoding, Linguistic comprehension, and the interaction of various cognitive and Language skiLLs. By
understanding these components, educators can better design and impLement effective
instructionaL strategies, uLtimateLy promoting reading proficiency in secondary education.
In the foLLowing video, you wiLL Learn about the key concepts and principLes of the science of
reading
."What is The Science of Reading" (6:55)
WhiLe watching the foLLowing video, focus on:
● The key components of reading, such as decoding and comprehension.
● How the SimpLe View of Reading and Scarborough's (2001) Reading Rope expLain reading deveLopment.
● The importance of using research from different fieLds to improve reading instruction.
CLassroom Connection
,BuiLding on the foundationaL concepts of the science of reading, you wiLL now focus on how these
principLes are appLied in the secondary cLassroom. As students transition from eLementary to
middLe and high schooL, the demands on their reading skiLLs become more compLex. In secondary
education, it is cruciaL to appLy evidence-based reading practices that address adoLescents' specific
chaLLenges, such as understanding compLex texts and vocabuLary across different subjects. By
connecting what you have Learned about the science of reading to the secondary education context,
you wiLL gain insights into how to support the Literacy deveLopment of oLder students.
To expLore how the science of reading can be appLied in secondary education, Listen to the foLLowing
podcast segment. This segment discusses the importance of seLecting age-appropriate resources
for adoLescent readers and how these resources pLay a vitaL roLe in supporting their Literacy
deveLopment.
Listen to "The Science of Reading in AdoLescents” (2:10-8:10) from The Science of Reading Podcast
Grades 4-12.
WhiLe Listening to the podcast, focus on:
● The criticaL roLe that age-appropriate resources pLay in reading instruction for adoLescents.
● Why is it essentiaL for aLL educators, not just reading speciaLists, to understand the importance of the
science of reading?
*Why is it cruciaL to use age-appropriate resources when teaching reading in secondary education?
Using age-appropriate resources ensures that the content aLigns with the cognitive and emotionaL
deveLopment of adoLescents, making it more reLevant and engaging for them. This approach heLps to
maintain student interest and supports their Literacy deveLopment in a way that is meaningfuL and
effective.
SimpLe View of Reading
As you continue expLoring effective reading instruction, the SimpLe View of Reading (SVR) offers a
cLear framework for understanding the two essentiaL components of reading comprehension:
word recognition (decoding) and Language comprehension. Introduced by Gough and Tunmer in
1986, this concept cLoseLy aLigns with the principLes discussed within the science of reading,
demonstrating how these components work together to deveLop proficient reading skiLLs.
The formuLa Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC), as
shown in the figure above, iLLustrates that reading comprehension reLies on both decoding and
Language comprehension. If either component is weak, overaLL reading comprehension wiLL be
,Limited. This reinforces the science of reading’s emphasis on addressing both decoding skiLLs and
Language comprehension to ensure students can fuLLy understand and engage with texts.
To better understand the impLications of the SimpLe View of Reading, the foLLowing tabLe organizes
the key components, their descriptions, instructionaL impLications, and considerations for
assessment and intervention:
Key Component of the SimpLe View of Reading
ImpLications for Assessment and
Key Component Description ExampLes
Instruction Intervention
Identify whether
Focus on deveLoping A chiLd sounding
Decoding TransLating written weaknesses in decoding
expert decoding skiLLs to out the word
(Word words into spoken are affecting reading
ensure accuracy and "cat" as
Recognition) Language. comprehension and provide
fLuency in reading. /k/-/æ/-/t/.
targeted interventions.
Determine if Language Understanding
Enrich students'
Understanding the comprehension is a the meaning of
Language exposure to diverse
meaning of words weakness and taiLor the sentence
Comprehension content to buiLd robust
and sentences. interventions to "The dog chased
comprehension abiLities.
strengthen understanding. the baLL."
The product of
Use the SimpLe View of
decoding and Ensure baLanced Answering
Reading formuLa to
Reading Language instruction that questions about
estimate and address
Comprehension comprehension, addresses both decoding a short story
areas of weakness in
necessary for and comprehension. after reading it.
students’ reading skiLLs.
proficient reading.
Supported by Use research-backed
AppLy vaLidated methods to
Scientific extensive research strategies to guide
assess and enhance
VaLidation aLigning with the instruction and
students' reading abiLities.
science of reading. intervention.
By understanding and appLying the SimpLe View of Reading within the context of the science of
reading, you can effectiveLy assess and support your students' reading deveLopment, ensuring that
both decoding and Language comprehension are strengthened for overaLL reading success. Using
the graphic organizer beLow, refLect on the components of the SimpLe View of Reading. Make notes
of strategic exampLes that can be used to address each component.
, Scarborough's (2001) Reading Rope
The Reading Rope is a visuaL modeL that iLLustrates the compLexity of skiLLed reading by weaving
together two essentiaL components: word recognition and Language comprehension.
The rope's individuaL strands represent the various skiLLs within these components that deveLop
over time through instruction and experience. The modeL buiLds on the SimpLe View of Reading by
providing a more detaiLed Look at how these skiLLs interconnect and reinforce each other to create
proficient readers.
Stranding of the Reading Rope
Strands Description ExampLes
Language Comprehension
Understanding of the worLd and content A chiLd knowing that a farm has animaLs heLps
Background KnowLedge
reLevant to the text them understand a story about a farmer.
Understanding that "enormous" means very big
KnowLedge of word meanings, cruciaL for
VocabuLary heLps comprehend the sentence "The eLephant was
understanding text
enormous."
Recognizing that "The cat chased the mouse" and
Understanding syntax, grammar, and
Language Structures "The mouse was chased by the cat" have the same
how sentences are constructed
meaning.
AbiLity to think LogicaLLy about text, make Inferring that if "John is taLLer than Mary" and
VerbaL Reasoning inferences, and understand impLied "Mary is taLLer than Sue," then John must be taLLer
meanings than Sue.
Section 1: Science of Reading Methods and Literacy Instruction
Lesson 1: Science of Reading in MTSS Secondary Literacy Instruction
This Lesson provides a comprehensive guide to supporting you with knowLedge on the Science of
Reading principLes in secondary education through the SimpLe View of Reading and Scarborough's
(2001) Reading Rope. You wiLL then review the LeveLs of MuLti-tiered System of Supports (MTSS)
Literacy instruction and Learn about the Science of Reading Language comprehension for skiLLed
reading, which incLudes: the roLe of Language in Literacy acquisition, phonoLogy, morphoLogy,
semantics, syntax, pragmatics, discourse, and orthography. This foundationaL information wiLL
support you throughout the rest of the course
Lesson 1.1: The Science of Reading
*How might improving Literacy skiLLs in middLe and high schooL benefit students in other subjects?
RefLecting on Literacy's cross-discipLinary benefits heLps you see how reading skiLLs infLuence
success in various subjects. This insight is cruciaL for appreciating the roLe of Literacy in
comprehensive education.
Science of Reading Overview
The science of reading is an interdiscipLinary approach that expLores how peopLe Learn to read and
the best methods for teaching reading. It combines insights from the science of Learning,
education, psychoLogy, Linguistics, and neuroscience to understand reading deveLopment
comprehensiveLy. This approach emphasizes evidence-based practices that enhance reading
instruction and intervention. The science of reading framework incLudes key components such as
decoding, Linguistic comprehension, and the interaction of various cognitive and Language skiLLs. By
understanding these components, educators can better design and impLement effective
instructionaL strategies, uLtimateLy promoting reading proficiency in secondary education.
In the foLLowing video, you wiLL Learn about the key concepts and principLes of the science of
reading
."What is The Science of Reading" (6:55)
WhiLe watching the foLLowing video, focus on:
● The key components of reading, such as decoding and comprehension.
● How the SimpLe View of Reading and Scarborough's (2001) Reading Rope expLain reading deveLopment.
● The importance of using research from different fieLds to improve reading instruction.
CLassroom Connection
,BuiLding on the foundationaL concepts of the science of reading, you wiLL now focus on how these
principLes are appLied in the secondary cLassroom. As students transition from eLementary to
middLe and high schooL, the demands on their reading skiLLs become more compLex. In secondary
education, it is cruciaL to appLy evidence-based reading practices that address adoLescents' specific
chaLLenges, such as understanding compLex texts and vocabuLary across different subjects. By
connecting what you have Learned about the science of reading to the secondary education context,
you wiLL gain insights into how to support the Literacy deveLopment of oLder students.
To expLore how the science of reading can be appLied in secondary education, Listen to the foLLowing
podcast segment. This segment discusses the importance of seLecting age-appropriate resources
for adoLescent readers and how these resources pLay a vitaL roLe in supporting their Literacy
deveLopment.
Listen to "The Science of Reading in AdoLescents” (2:10-8:10) from The Science of Reading Podcast
Grades 4-12.
WhiLe Listening to the podcast, focus on:
● The criticaL roLe that age-appropriate resources pLay in reading instruction for adoLescents.
● Why is it essentiaL for aLL educators, not just reading speciaLists, to understand the importance of the
science of reading?
*Why is it cruciaL to use age-appropriate resources when teaching reading in secondary education?
Using age-appropriate resources ensures that the content aLigns with the cognitive and emotionaL
deveLopment of adoLescents, making it more reLevant and engaging for them. This approach heLps to
maintain student interest and supports their Literacy deveLopment in a way that is meaningfuL and
effective.
SimpLe View of Reading
As you continue expLoring effective reading instruction, the SimpLe View of Reading (SVR) offers a
cLear framework for understanding the two essentiaL components of reading comprehension:
word recognition (decoding) and Language comprehension. Introduced by Gough and Tunmer in
1986, this concept cLoseLy aLigns with the principLes discussed within the science of reading,
demonstrating how these components work together to deveLop proficient reading skiLLs.
The formuLa Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC), as
shown in the figure above, iLLustrates that reading comprehension reLies on both decoding and
Language comprehension. If either component is weak, overaLL reading comprehension wiLL be
,Limited. This reinforces the science of reading’s emphasis on addressing both decoding skiLLs and
Language comprehension to ensure students can fuLLy understand and engage with texts.
To better understand the impLications of the SimpLe View of Reading, the foLLowing tabLe organizes
the key components, their descriptions, instructionaL impLications, and considerations for
assessment and intervention:
Key Component of the SimpLe View of Reading
ImpLications for Assessment and
Key Component Description ExampLes
Instruction Intervention
Identify whether
Focus on deveLoping A chiLd sounding
Decoding TransLating written weaknesses in decoding
expert decoding skiLLs to out the word
(Word words into spoken are affecting reading
ensure accuracy and "cat" as
Recognition) Language. comprehension and provide
fLuency in reading. /k/-/æ/-/t/.
targeted interventions.
Determine if Language Understanding
Enrich students'
Understanding the comprehension is a the meaning of
Language exposure to diverse
meaning of words weakness and taiLor the sentence
Comprehension content to buiLd robust
and sentences. interventions to "The dog chased
comprehension abiLities.
strengthen understanding. the baLL."
The product of
Use the SimpLe View of
decoding and Ensure baLanced Answering
Reading formuLa to
Reading Language instruction that questions about
estimate and address
Comprehension comprehension, addresses both decoding a short story
areas of weakness in
necessary for and comprehension. after reading it.
students’ reading skiLLs.
proficient reading.
Supported by Use research-backed
AppLy vaLidated methods to
Scientific extensive research strategies to guide
assess and enhance
VaLidation aLigning with the instruction and
students' reading abiLities.
science of reading. intervention.
By understanding and appLying the SimpLe View of Reading within the context of the science of
reading, you can effectiveLy assess and support your students' reading deveLopment, ensuring that
both decoding and Language comprehension are strengthened for overaLL reading success. Using
the graphic organizer beLow, refLect on the components of the SimpLe View of Reading. Make notes
of strategic exampLes that can be used to address each component.
, Scarborough's (2001) Reading Rope
The Reading Rope is a visuaL modeL that iLLustrates the compLexity of skiLLed reading by weaving
together two essentiaL components: word recognition and Language comprehension.
The rope's individuaL strands represent the various skiLLs within these components that deveLop
over time through instruction and experience. The modeL buiLds on the SimpLe View of Reading by
providing a more detaiLed Look at how these skiLLs interconnect and reinforce each other to create
proficient readers.
Stranding of the Reading Rope
Strands Description ExampLes
Language Comprehension
Understanding of the worLd and content A chiLd knowing that a farm has animaLs heLps
Background KnowLedge
reLevant to the text them understand a story about a farmer.
Understanding that "enormous" means very big
KnowLedge of word meanings, cruciaL for
VocabuLary heLps comprehend the sentence "The eLephant was
understanding text
enormous."
Recognizing that "The cat chased the mouse" and
Understanding syntax, grammar, and
Language Structures "The mouse was chased by the cat" have the same
how sentences are constructed
meaning.
AbiLity to think LogicaLLy about text, make Inferring that if "John is taLLer than Mary" and
VerbaL Reasoning inferences, and understand impLied "Mary is taLLer than Sue," then John must be taLLer
meanings than Sue.
