Revisiting the "simple view of reading" in a group of children with poor reading comprehension

Journal of Learning Disabilities

Volumn 42, Issue 1, 2009, Pages 76-84

  Georgiou, George K ^a   Das, J P ^a   Hayward, Denyse ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

Phonological processing; Reading comprehension; Simple view

Indexed keywords

ACHIEVEMENT; AMERICAN INDIAN; ARTICLE; ATTENTION; AWARENESS; CANADA; CHILD; COMPREHENSION; DYSLEXIA; EDUCATION; FEMALE; HUMAN; MALE; PHONETICS; REACTION TIME; READING; SPEECH ANALYSIS; SPEECH PERCEPTION;

ACHIEVEMENT; ATTENTION; AWARENESS; CANADA; CHILD; COMPREHENSION; DYSLEXIA; FEMALE; HUMANS; INDIANS, NORTH AMERICAN; MALE; PHONETICS; REACTION TIME; READING; SPEECH PERCEPTION; SPEECH PRODUCTION MEASUREMENT;

EID: 58049136871     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219408326210     Document Type: Article

References (51)

1. Adlof, S.M., Catts, H., & Little, T.D. (2006). Should the simple view of reading include a fluency component ? Reading and Writing: An Interdisciplinary Journal, 19, 933-958.
2. Aro, M., & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621-635.
3. Birch, S., & Chase, C. (2004). Visual and language processing deficits in compensated and uncompensated college students with dyslexia. Journal of Learning Disabilities, 37, 389-410.
4. Bowers, P.G., & Swanson, L.B. (1991). Naming speed deficits in reading disability. Journal of Experimental Child Psychology, 51, 195-219.
5. Bowey, J.A., McGuigan, M., & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word-reading skill: Towards a developmental account. Journal of Research in Reading, 28, 400-422.
6. Caravolas, M., Vólin, J., & Hulme, C. (2005). Phoneme awareness is a key component of alphabetic lteracy skills in consistent and inconsistent orthographies: Evidence from Czech and English children. Journal of Experimental Child Psychology, 92, 107-139.
7. Chen, R., & Vellutino, F.R. (1997). Prediction of reading ability: A cross-validation study of the simple view of reading. Journal of Literacy Research, 29, 1-24.
8. Compton, D.L. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239.
9. Das, J.P., Janzen, T., & Georgiou, G. (2007). Correlates of Canadian native children's reading performance: From cognitive styles to cognitive processes. Journal of School Psychology, 45, 589-602.
10. Diakidou, I.N., Stilianou, P., Karefillidou, C., & Papageorgiou, P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology, 26, 55-80.
11. Dreyer, L.G., & Katz, L. (1992). An examination of the "simple view of reading." National Reading Conference Yearbook, 41, 169-175.
12. Ellis, N., Natsume, M., Stavropoulou, K., Hoxhallari, L., van Daal, V., Polyzoe, N., et al. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39, 438-468.
13. Francis, D.J., Fletcher, J.M., Catts, H., & Tomblin, J.B. (2005). Dimensions affecting the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 35-49). Mahwah, NJ: Erlbaum.
14. Fuchs, L.S., Fuchs, D., Hosp, M.K., & Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
15. Goswami, U. (1999). The relationship between phonological awareness and orthographic representation in different orthographies. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 134-156). Cambridge, UK: Cambridge University Press.
16. Gough, P.B., Hoover, W.A., & Peterson, C.L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1-14). Mahwah, NJ: Erlbaum.
17. Gough, P.B., & Tunmer, W.E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
18. Goulandris, N. (Ed.). (2003). Dyslexia in different languages: Cross-linguistic comparisons. London: Whurr.
19. Harris, M., & Hatano, G. (Eds.). (1999). Learning to read and write: A cross-linguistic perspective. Cambridge, UK: Cambridge University Press.
20. Hayward, D., Das, J.P., & Janzen, T. (2007). Evidence for innovative programmes for improvement in reading: Two studies of Canadian children of First Nations. Journal of Learning Disabilities, 40, 443-457.
21. Hoover, W.A., & Gough, P.B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
22. Janzen, T. (2000). PASS assessment/remediation with natives. Unpublished doctoral dissertation, University of Alberta, Edmonton, Canada.
23. Johnston, T.C., & Kirby, J.R. (2006). The contribution of naming speed the the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 19, 339-361.
24. Joshi, R.M., & Aaron, P.G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85-97.
25. Katzir, T., Kim, Y., Wolf, M., O'Brien, B.K., Lovett, M., & Morris, R. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56, 51-82.
26. Kirby, J. (2006, July). Naming speed and fluency in learning to read: Evaluation in terms of Simple View of reading. Paper presented at the 13th annual meeting of the Society for the Scientific Studies of Reading, Vancouver, Canada.
27. Kirby, J., Parrila, R., & Pfeiffer, S. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453-464.
28. Manis, F.R., Doi, L.M., & Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33, 325-333.
29. McBride-Chang, C., & Manis, F.R. (1996). Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double-deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 323-339.
30. Müller, K., & Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14, 757-799.
31. Nation, K., & Snowling, M. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27, 342-356.
32. Parrila, R., Georgiou, G., & Corkett, J. (2007). University students with a significant history of reading difficulties: What is and is not compensated ? Exceptionality Education Canada, 17, 195-220.
33. Parrila, R.K., Kirby, J.R., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development. Scientific Studies in Reading, 8, 3-26.
34. Pikulski, J.J. (2006). Fluency: A developmental and language perspective. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 70-93). Newark, DE: International Reading Association.
35. Preacher, K.J., & Hayes, A.F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36, 717-731.
36. Savage, R. (2001). The "simple view" of reading: Some evidence and possible implications. Educational Psychology in Practice, 17, 17-33.
37. Savage, R. (2006). Reading comprehension is not always the product of nonsense word decoding and linguistic comprehension: Evidence from teenagers who are extremely poor readers. Scientific Studies of Reading, 10, 143-164.
38. Savage, R., & Frederickson, N. (2005). Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed. Brain and Language, 93, 152-159.
39. Savage, R., & Wolforth, J. (2007). An additive simple view of reading describes the performance of good and poor readers in higher education. Exceptionality Education Canada, 17, 243-268.
40. Schatschneider, C., Fletcher, J.M., Francis, D.J., Carlson, C.D., & Foorman, B.R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
41. Schwanenflugel, P.J., Meisinger, E.B., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41, 496-522.
42. Seymour, P.H., Aro, M., & Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
43. Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatized naming ability to growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1, 161-185.
44. Tunmer, W.E., & Hoover, W.A. (1992). Cognitive and linguistic factors in learning to read. In P. E. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 175-214). Hillsdale, NJ: Erlbaum.
45. Wagner, R., Torgesen, J., & Rashotte, C.A. (1999). CTOPP: Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
46. Wilson, A.M., & Lesaux, N.K. (2001). Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills. Journal of Learning Disabilities, 34, 394-400.
47. Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition, in English and German children. Cognition, 51, 91-103.
48. Wimmer, H., Landerl, C., & Frith, U. (1999). Learning to read German: Normal and impaired acquisition. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34-50). Cambridge, UK: Cambridge University Press.
49. Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study of average and impaired readers. Child Development, 57, 988-1000.
50. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.
51. Woodcock, R.W., McGrew, K.S., & Mather, N. (2001). Woodcock-Johnson Tests of Achievement (WJIII). Itasca, IL: Riverside.