The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.

This study examines the effectiveness of scaling up a vocabulary intervention, pre-K–first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes.