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.

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.

Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years

2018 ◽  
Vol 39 (5) ◽  
pp. 260-273 ◽  
Author(s):  
Christopher J. Lonigan ◽  
Stephen R. Burgess ◽  
Christopher Schatschneider
Keyword(s):  
Reading Comprehension ◽  
Individual Differences ◽  
School Children ◽  
Latent Variables ◽  
Elementary School Children ◽  
Relative Importance ◽  
Simple View Of Reading ◽  
Simple View ◽  
Linguistic Comprehension ◽  
Almost All

The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension. In this study, the joint and unique predictive influences of decoding and linguistic comprehension for reading comprehension were examined with a group of 757 children in Grades 3 through 5. Children completed multiple measures of each construct, and latent variables were used in all analyses. Overall, the results of our study indicate that (a) the two constructs included in the SVR account for almost all of the variance in reading comprehension, (b) there are developmental trends in the relative importance of the two components, and (c) the two components share substantial predictive variance, which may complicate efforts to substantially improve children’s reading comprehension because the overlap may reflect stable individual differences in general cognitive or linguistic abilities.

Unpacking the Simple View of Reading for Struggling Adult Readers

2020 ◽  
pp. 002221942097996
Author(s):  
Amani Talwar ◽  
Daphne Greenberg ◽  
Elizabeth L. Tighe ◽  
Hongli Li
Keyword(s):  
Reading Comprehension ◽  
Structural Equation ◽  
Listening Comprehension ◽  
Equation Modeling ◽  
Future Research ◽  
Adult Readers ◽  
Simple View Of Reading ◽  
Simple View ◽  
Oral Vocabulary ◽  
Linguistic Comprehension

The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. This study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. In addition, the interaction among the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed.

scholarly journals A Different View on the Simple View of Reading

2021 ◽  
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 paper, 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 paper with the theoretical and educational implications of taking a different view of the second component of the SVR model.

An Additive Simple View of Reading Describesthe Performance of Good and Poor Readersin Higher Education

2007 ◽  
Vol 17 (2) ◽  
Author(s):  
Robert Savage ◽  
Joan Wolforth
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Additive Model ◽  
Academic Accommodations ◽  
Product Model ◽  
Grade Point ◽  
Simple View Of Reading ◽  
Simple View ◽  
Cumulative Grade Point Average ◽  
Linguistic Comprehension

According to Gough and Tunmer (1986), in a ‘Simple View of Reading’ (SVR), Reading comprehension (RC) = Decoding (D) x Linguistic Comprehension (C).To further evaluate this model, this paper describes an exploratory study of the performance of 60 university students, the majority of whom received academic accommodations at university to compensate for significant reading delays. Results showed that both D and C predicted reading comprehension well. An additive model (D + C) fitted the data no better than a product model (D x C). Similar results were obtained when cumulative grade point average rather than reading comprehension was used as the dependent variable. D but not RC was correlated with phonological awareness and (less reliably) with rapid naming ability. Implications of these findings for the Simple View of Reading and for the support of university students with reading problems are considered.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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.

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