There is a long tradition of reflective practice among educators. In fact, administrators at the building level and superintendents at the district level often require end-of-year reflection and goalsetting in many schools. Indeed, much has been written about this kind of reflection for the individual teacher and through mentoring practices.

The Simple View of Reading (SVR) has recently been described as a dated, incomplete, and inadequate account of reading. But there is much that argues against this assessment.