The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures that differed from each other. Many of those tasks did not align with the concept of linguistic comprehension originally proposed. Regardless, the studies’ outcomes were similar: The SVR model adequately represents the process of reading comprehension. In this article, I propose a common thread that links those diverse measurement tasks; all the tasks measured students’ metalinguistic skills. In fact, the findings from these studies mirror those found from investigations directly measuring the influence of language awareness abilities on reading comprehension. I conclude the article with the theoretical and educational implications of taking a different view of the second component of the SVR model.

几十年来，简单阅读 (SVR) 框架一直被用来解释被认为有助于阅读理解的两种通用组件技能：解码和语言理解。过去，研究人员使用各种不同的语言和/或听力理解措施来评估语言理解组件。其中许多任务与最初提出的语言理解概念不一致。无论如何，这些研究的结果是相似的：SVR 模型充分代表了阅读理解的过程。在本文中，我提出了一个连接这些不同测量任务的通用线程；所有的任务都测量了学生的元语言技能。实际上，这些研究的结果反映了直接测量语言意识能力对阅读理解的影响的调查结果。我总结了对 SVR 模型的第二个组成部分采取不同观点的理论和教育意义。