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Oregon's Instructional Frameworks

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  • About
  • Literacy Learning Pathways
    • Framework Overview: Oregon’s Vision for Early Literacy
    • Student Belonging
    • Oral Language
    • Foundational Skills
    • Reading Comprehension, Vocabulary and Background Knowledge
    • Writing
    • Assessment
  • Key Topics
    • Introduction to Research-Based Reading Models
    • Introduction to Core Instruction
    • Pacing and Decision-Making in Literacy Instruction
    • Universal Design for Learning
    • Introduction to Emergent Literacy Development
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Introduction to Research-Based Reading Models

Reading models illustrate how reading skills develop and show the cognitive processes that occur when learning to read.

The following models, informed by research, can guide literacy instruction. Oregon’s Early Literacy Framework includes five common models of reading.

Learn about Reading Models

The Five Pillars of Reading 

The National Reading Panel’s report identifies five key reading skills: phonemic awareness, phonics, fluency, vocabulary and text comprehension. In addition to these reading skills, Oregon’s framework also emphasizes oral language as the basis of comprehension, along with written expression, which deepens understanding through its connection to reading.

The Simple View of Reading

The Simple View of Reading breaks down the complex process of reading into two essential skills: word recognition and language comprehension. This model asserts that both essential skills must be present for reading comprehension to develop.

Scarborough's Rope
Scarborough’s Rope defines reading as a composition of skills underlying word recognition and language comprehension. These interconnected reading skills are visualized as a finely woven rope, where the proficient use of one skill supports and enriches the others.
The Four-Part Processing Model
The Four-Part Processing Model illustrates how the brain recognizes words for the purpose of reading. For example, reading involves the brain’s use of phonological and orthographic processors that decode sounds and symbols, as well as meaning and context processors that interpret words.
The Active View of Reading
The Active View of Reading depicts the complexity of reading by addressing reader self-regulation and acknowledging the roles that text, task and sociocultural context have on readers and their reading performance. The model also emphasizes the importance of content knowledge, purpose and “bridging processes” like vocabulary knowledge and reading fluency to recognize the active role of the reader.

Educator Reflection Questions to Support Implementation

  • What similarities do the models have? What differences do you notice?
  • What considerations should be made for literacy instruction?
  • What are you curious to learn more about?

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