02/24/2026
The Simple View of Reading is not a sequence or a hierarchy, it’s not decoding first and language comprehension later. It’s both, working together. Like two wheels on a bike: word recognition and language comprehension. If one tire is flat, the bike can’t move forward — even if the other tire is fully pumped. Strong decoding without language comprehension won’t produce strong reading comprehension. And strong language comprehension without decoding limits access to print.
Language comprehension is rooted in oral language. It develops through listening and speaking long before it ever shows up in written form. If we neglect that oral foundation, decoding alone cannot carry comprehension. We don’t wait to grow language until word reading is solid. Readers need explicit instruction in both — concurrently.
That’s how readers move forward from the start.
Two wheels. One ride.
Eight strands. One rope.
Now that many classrooms have strengthened word recognition instruction, the next question is this:
What are we doing to intentionally and systematically develop the language comprehension strands?
I would truly love to hear your thoughts.
