1990. The Simple View suggests that the ultimate goal of reading comprehension, and in order to have good reading comprehension, one needs to have good decoding ability (e.g., ability to interpret the symbols) and good listening comprehension (e.g., one's ability to understand oral language). This model predicts four categories of readers. Readers with poor decoding skills but relatively preserved listening comprehension skills would be considered readers who are poor decoders, or dyslexic. Readers with poor listening comprehension skills are referred to as readers who are poor comprehenders. Readers with poor decoding skills and poor listening comprehension skills are considered poor readers, or sometimes referred to as garden-variety poor readers. Readers who have good decoding and listening comprehension skills are considered typical readers. The connectionist model of reading development Connectionist models have emphasized an interconnected and interactive system of mappings between printed words (orthography), spoken sounds/words (phonology), and word meanings (semantics). The computation of these three codes (orthographic, phonologic, and semantic) is required for reading. According to Seidenberg and McClelland, one mechanism is involved in reading (including reading regular words, exception words, and nonwords). Through development, experience with meaningful words and spelling-sound correspondences allow one's representation of semantics, orthography, and phonology to be modified. Developing representations of orthography, phonology, and semantics is an interactive process where development of one component influences and is influenced by the other components. Dual-route approach The dual-route approach suggests that two separate mechanisms, or routes, can be used in word reading. Words that follow spelling-sound rules (including regular words and nonwords that follow letter-to-sound rules) are processed through the nonlexical route. The nonlexical route follows a system of rules specifying the relationship between letters and sounds to process words. Conversely, exception words, or irregular words, that do not follow the spelling-sound rules are processed through the lexical route. The lexical route can be thought of as a dictionary lookup procedure. Whole language Reading is a linguistic act. With this, some have applied the whole language philosophy to reading instruction. In the early 1990s, a movement for whole language encouraged educators to view learning to read as being similar to learning to talk. This philosophy emphasizes learning language and reading skills through meaningful experiences instead of through decontextualized rule teaching. Some other terms for this approach of reading instruction include literature-based instruction and guided reading. Balanced Literacy Instruction To meet the recommendations of breadth and depth of