Simple View of Reading as the design basis for MAP Reading Fluency¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The assessment's test design is explicitly grounded in the Simple View of Reading model (Gough & Tunmer, 1986), which the report describes as "a research-validated model of reading development that proposes that two broad factors enable or limit comprehension: decoding and language comprehension." Accordingly, MAP Reading Fluency assesses oral reading fluency plus foundational skills in both decoding (phonological awareness, phonics and word recognition) and language comprehension (picture vocabulary, listening comprehension). The report notes that when decoding is weak, even a student with excellent oral language comprehension cannot fully comprehend the text.

Design Implications¶

Context¶

Requirements¶

• Assessment content must cover both decoding and language comprehension factors for the model to inform instruction

Constraints¶

Target Learners¶

• pre-K to Grade 5 students

Target Learning Objectives¶

• reading comprehension
• decoding
• language comprehension

Claims¶

• Adaptive routing and comprehension-based passage leveling structure the MAP Reading Fluency assessment [+W]

Related Theories¶

• Simple View of Reading as the organizing framework for Spanish MAP Reading Fluency
• Simple View of Reading: reading comprehension as the product of decoding and linguistic comprehension
• Reading Rope (Strand Model of Skilled Reading): word recognition and language comprehension as multifaceted strands

Examples¶

• MAP Reading Fluency adaptive online early literacy assessment

Key Sources¶

• NWEA. (2024). English MAP Reading Fluency Technical Report. https://www.nwea.org/research/publication/english-map-reading-fluency-technical-report/