The simple view of reading (SVR) model proposes that reading comprehension is the product of cognitive domain skills, word decoding, and oral language (linguistic) comprehension, and that decoding and language comprehension make separate, independent contributions to reading comprehension. The SVR has been supported in both first (L1) and second language (L2) reading research as a viable model to explain more and less successful reading acquisition and to recommend instructional intervention. This article reviews L1 and L2 reading research that supports the SVR and explains how the model can be used to assess foreign language (FL) reading skills, identify strong and weak FL readers, and identify FL readers' strengths and weaknesses. Specific examples of standardized cognitive and linguistic measures for English and Spanish used to assess word decoding and language comprehension skills are cited. Implications of the SVR model for assessment and pedagogy are discussed.