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ABSTRACT In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and narrowly applied that model to teaching young readers. The authors then explore a confluence of complexity across (a) theoretical models of reading based on empirical research, (b) emerging information related to the brain and reading, and (c) research findings based on close observations of young learners. Finally, the authors argue that reductive and singular models of reading fail to not only honor the individuality of young readers but also to recognize the systemic changes needed in schools and communities to equitably serve all students.
Compton‐Lilly et al. (Tue,) studied this question.