This program was inaugurated because a lot of employers were complaining about their employees basic literacy skills and thus they had to send their employees to gain the basic reading and writing skills (Barrs & Cork, 2001, pg 9).
Literacy underlies every aspect of education, it helps to outperform grades, empower students, reshape their potentials and help them survive in this world. Within the literacy subject reading is a fundamental tool for progress and success. Gough and his colleagues introduced a ‘Simple View of Reading Model’ to enhance the reading capabilities within the students. According to them children can attain competence in reading when two main elements, i.e. reading words and listening comprehension are included in reading speech. If a child can decode the text fluently and can understand the spoken language easily then he will not face any difficulty with independent reading comprehension (O’Conner, 2007, pg. 12-13). Teachers should create reading development of children at the very basic level, i.e. the primary school level. Primary teachers should enhance the reading abilities within the young students by integrating reading, writing, speaking and listening skills (Namdi, 2009, pg 4). Hence, simple view reading is used especially in England primary schools and it is considered a mandatory approach I the teachings of reading (DFES, 2006). But when we apply SVR frames within the classroom environment then this model does not fit here. It not only neglects what the child knows about the language, spelling, and the basic process of making the sense of spoken and written language but it also makes learning to read in English particularly challenging. Due to this in 2009, United Nations Literacy Association currently started a research project, Building communities of readers. This project involves developing range of children’s reading and addressing those concerns that he simple view of reading