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Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and\/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self\u2010regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students\u2019 reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners\u2019 work in supporting students\u2019 reading development in classrooms and interventions.<\/jats:p>","DOI":"10.1002\/rrq.411","type":"journal-article","created":{"date-parts":[[2021,5,8]],"date-time":"2021-05-08T19:50:59Z","timestamp":1620503459000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":402,"title":["The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading"],"prefix":"10.1002","volume":"56","author":[{"given":"Nell K.","family":"Duke","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kelly 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