Few hypotheses in the field of literacy have proven as robust as the Simple View of Reading (SVR). Two studies included in this special issue use large participant samples and sophisticated quantitative analyses to confirm the basic claim of the SVR, that decoding and listening comprehension together predict reading comprehension. One also demonstrates a developmental shift from decoding to language as the primary predictor after about Grade 3. A third paper challenges the adequacy of the SVR for older readers, offering evidence that the nature of the text being read also must be taken into account in predicting comprehension outcomes. All three studies, though, use rather simple comprehension outcomes. I argue that reader skills in academic language, in perspective taking, and in argumentation are additional important predictors of comprehension when readers are confronted with 21st century literacy tasks, which require analysis, synthesis, and critique, not just literal inferences and summaries.
Equitable education and the language ideological work of academic language (Introduction to special issue on academic language)
