Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model

2021 ◽  
Author(s):  
RICHARD L. SPARKS
Keyword(s):  
Foreign Language ◽  
Simple View Of Reading ◽  
Simple View

How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View

2017 ◽  
Vol 51 (2) ◽  
pp. 194-208 ◽  
Author(s):  
Richard L. Sparks ◽  
Julie Luebbers
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Language Comprehension ◽  
Good Reader ◽  
Word Decoding ◽  
School Students ◽  
Simple View Of Reading ◽  
Simple View

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers—dyslexic, hyperlexic, and garden variety—who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension. In this study, a random sample of U.S. high school students completing first-, second-, and third-year Spanish courses were administered standardized measures of Spanish word decoding and reading comprehension, compared with monolingual Spanish readers from first to eleventh grades, and classified into reader types according to the simple view of reading. The majority of students fit the hyperlexic profile, and no participants fit the good reader profile until they were compared with first- and second-grade monolingual Spanish readers. Findings call into question the practice of diagnosing an FL “disability” before a student engages in FL study.

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.

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