How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading

By Gina N. Cervetti, P. Pearson, Annemarie S. Palincsar, Peter Afflerbach, Panayiota Kendeou, Gina Biancarosa, J. Higgs, Miranda S. Fitzgerald, Amy I. Berman. 2020

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The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “Thus, although we are certainly not the first scholars to evaluate the SVR (see, e.g., Cervetti et al., 2020, in Reading Research Quarterly ’s first special issue on the science of reading), we focus particularly on the need for models that are readily applicable to practice and that better reflect…”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “Readers are more likely to draw upon prior knowledge when the activity is content driven and grounded in a specific task such as reading to solve a particular problem as compared with reading a passage to answer a set of standardized questions (Cervetti et al., 2020; Pearson & Billman, 2016).”