A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?

2021 ◽  
Author(s):  
Richard K. Wagner ◽  
Bethany Beal ◽  
Fotena A. Zirps ◽  
Mercedes Spencer
Keyword(s):  
Reading Comprehension ◽  
Simple View Of Reading ◽  
Simple View ◽  
Model Based ◽  
Specific Reading ◽  
Comprehension Deficit

Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension

2017 ◽  
Vol 51 ◽  
pp. 293-302 ◽  
Author(s):  
Connie Suk-Han Ho ◽  
Mo Zheng ◽  
Catherine McBride ◽  
Lucy Shih Ju Hsu ◽  
Mary M.Y. Waye ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Simple View Of Reading ◽  
Simple View

scholarly journals The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills

2018 ◽  
Vol 39 (5) ◽  
pp. 289-303 ◽  
Author(s):  
◽  
Y. D. Chiu
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Processing ◽  
Oral Language ◽  
Structural Equation ◽  
Listening Comprehension ◽  
Equation Model ◽  
Simple View Of Reading ◽  
Simple View ◽  
Grade 3

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

The role of word reading and oral language skills in reading comprehension in Syrian refugee children

2020 ◽  
Vol 41 (6) ◽  
pp. 1283-1304
Author(s):  
Redab Al Janaideh ◽  
Alexandra Gottardo ◽  
Sana Tibi ◽  
Johanne Paradis ◽  
Xi Chen
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Refugee Children ◽  
Language And Literacy ◽  
Simple View Of Reading ◽  
Simple View ◽  
Syrian Refugee ◽  
Oral Language Skills

AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

Vocabulary Acquisition and Literacy in Deaf and Hard-of-Hearing Learners

2020 ◽  
pp. 94-109
Author(s):  
Shirin D. Antia ◽  
M. Christina Rivera
Keyword(s):  
Reading Comprehension ◽  
Hard Of Hearing ◽  
Vocabulary Acquisition ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Simple View Of Reading ◽  
Simple View ◽  
Linguistic Comprehension ◽  
Selection Of

The Simple View of Reading (SVR) posits that reading comprehension is the product of two components: decoding and linguistic comprehension. A component of linguistic comprehension is vocabulary knowledge. This chapter discusses the contribution of children’s environments to vocabulary acquisition, including reasons why many deaf and hard-of-hearing (DHH) children experience moderate-to-severe vocabulary delays. We summarize the research on DHH students’ vocabulary acquisition. The section on vocabulary instruction includes methods of assessing DHH students’ vocabulary knowledge, selection of vocabulary to be taught, and the components of effective vocabulary instruction. The chapter ends with a description of the evidence-based vocabulary instruction conducted with DHH students.

Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling

2020 ◽  
pp. 003465432096419
Author(s):  
Peng Peng ◽  
Kejin Lee ◽  
Jie Luo ◽  
Shuting Li ◽  
R. Malatesha Joshi ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Structural Equation Modeling ◽  
Language Comprehension ◽  
Structural Equation ◽  
Equation Modeling ◽  
Simple View Of Reading ◽  
Simple View ◽  
One Stage ◽  
Strong Relation ◽  
Linguistic Skills

With a one-stage meta-analytic structural equation modeling (MASEM) analysis based on 49,416 individuals from 267 independent samples and 210 studies, the current study systematically investigated models including meta-linguistic skills, decoding, language comprehension, and reading comprehension for Chinese population. Findings showed that (1) decoding and language comprehension were moderately related and together explained 52.7% variance of reading comprehension; (2) meta-linguistic skills made significant direct and unique contributions to decoding and showed a strong relation with language comprehension; however, meta-linguistic skills did not make direct contributions to reading comprehension beyond decoding and language comprehension; (3) location (Mainland vs. Hong Kong) did not emerge as a significant moderator in the model; (4) grade level significantly explained the between-study heterogeneity on the relation between decoding and reading comprehension, such that decoding made more contributions to reading comprehension before Grade 2 than after; and (5) the effects of language comprehension on reading comprehension stayed stable with grade, and so did meta-linguistic skills on decoding. These findings, taken together, suggest that the Simple View of Reading can be applied to reading in nonalphabetic languages such as Chinese. For Chinese reading development, Grade 2 may be the transitional grade where the effects of decoding on reading comprehension started to decrease significantly. The null direct effects of meta-linguistics skills on reading comprehension further support the parsimonious structure of Simple View of Reading (decoding and language comprehension) in explaining reading comprehension in Chinese.

scholarly journals Children’s Reading Difficulties, Language, and Reflections on the Simple View of Reading

2019 ◽  
Author(s):  
Kate Nation
Keyword(s):  
Reading Comprehension ◽  
Reading Difficulties ◽  
Complex Task ◽  
Reading Disorders ◽  
Simple View Of Reading ◽  
Simple View ◽  
Linguistic Comprehension ◽  
Children's Reading ◽  
Children’S Reading

Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to guide the classification of reading disorders. This paper discusses how weaknesses in either or both of components of the Simple View are implicated in children’s reading comprehension difficulties. It concludes with reflections on the strengths and limitations of the Simple View as a theoretical and practical framework to guide our understanding of reading comprehension and its development.

scholarly journals A Different View on the Simple View of Reading

2021 ◽  
pp. 074193252110634
Author(s):  
Kenn Apel
Keyword(s):  
Reading Comprehension ◽  
Language Awareness ◽  
Simple View Of Reading ◽  
Simple View ◽  
Wide Range ◽  
Component Skills ◽  
Educational Implications ◽  
Linguistic Comprehension ◽  
Metalinguistic Skills ◽  
General Component

The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures that differed from each other. Many of those tasks did not align with the concept of linguistic comprehension originally proposed. Regardless, the studies’ outcomes were similar: The SVR model adequately represents the process of reading comprehension. In this article, I propose a common thread that links those diverse measurement tasks; all the tasks measured students’ metalinguistic skills. In fact, the findings from these studies mirror those found from investigations directly measuring the influence of language awareness abilities on reading comprehension. I conclude the article with the theoretical and educational implications of taking a different view of the second component of the SVR model.

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