scholarly journals The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

2021 ◽  
Author(s):  
Nell K. Duke ◽  
Kelly B. Cartwright
Keyword(s):  
Simple View Of Reading ◽  
Simple View

scholarly journals Examining the simple view of reading in Kiswahili: Longitudinal evidence from Kenya

2021 ◽  
Vol 90 ◽  
pp. 102044
Author(s):  
Brenda A. Wawire ◽  
Benjamin Piper ◽  
Xinya Liang
Keyword(s):  
Simple View Of Reading ◽  
Simple View

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.

Fluency Has a Role in the Simple View of Reading

2013 ◽  
Vol 17 (2) ◽  
pp. 108-133 ◽  
Author(s):  
Rebecca D. Silverman ◽  
Deborah L. Speece ◽  
Jeffrey R. Harring ◽  
Kristen D. Ritchey
Keyword(s):  
Simple View Of Reading ◽  
Simple View

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.

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