Language deficits in poor comprehenders: a case for the simple view of reading.

By H. Catts, Suzanne M. Adlof, S. Ellis Weismer. Journal of Speech, Language and Hearing Research, 2006

1,016 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2802a2d9cb4bf0aaf588c53e375c0dbf8888a482

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Citations in the corpus

Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, methodology): “The simple view has been used as a theoretical framework for numerous studies with monolingual English speakers, primarily in the elementary school years (e.g., Byrne & Fielding-Barnsley, 1995; Catts, Adlof, & Weismer, 2006; Catts, Hogan, & Adlof, 2005; Cutting & Scarborough, 2006; Johnston & Kirb”
Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension (2017, methodology): “For example, Catts et al. (2006) compared the language comprehension and phonological processing abilities of students who were identified as either poor comprehenders or typical readers in the eighth grade (Study 1). The students were given a battery of tests to examine reading comprehension, word-”
Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, result): “Using this reading comprehension test makes our sample comparable to the limited existing literature on poor comprehenders identified in a North American context (Catts et al., 2006).”
How Reading Books Fosters Language Development around the World (2012, result): “This finding and the results of work by other researchers [13, 14] make clear that semantic knowledge makes an important contribution to reading comprehension and that later reading failures often can be attributed to weakness in language ability [15].”
Speaking Out for Language (2010, background): “Whereas early reading ability is closely linked to code-related abilities, models of reading comprehension in the elementary to middle school years place primary weight on language ability (Catts et al., 2006; Hoover & Gough, 1990; Vellutino, Tunmer, Jaccard, & Chen, 2007).”