THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX

By Malatesha Joshi, R. Joshi, P. Aaron, William D. Warde. 2000

429 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/46cfb9c0593daa941091315758c538330300564f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Y. Kim
2. K. Cain
3. E. Geva
4. Kelly B. Cartwright
5. H. Catts
6. Fataneh Farnia
7. R. Silverman
8. Jeffrey R. Harring

In Statistics and Probability

1. E. Geva
2. K. Cain
3. D. Follmer
4. Fataneh Farnia
5. Y. Kim
6. Kelly B. Cartwright
7. H. Catts
8. Kristen D. Ritchey

Citations in the corpus

• Decoding and Reading Comprehension (2014, neutral): “…Hagan-Burke, Kwok, & Parker, 2009; Dreyer & Katz, 1992; Elleman, Compton, Fuchs, Fuchs, & Bouton, 2011; Jarmulowicz, Hay, Taran, & Ethington, 2008; Joshi & Aaron, 2000; Kitz & Nash, 1992; Klauda & Guthrie, 2008; Landi, 2010; Leather & Henry, 1994; Lee, 2011; Miller & Schwanenflugel, 2008; Nunes,…”
• The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “…although a number of specific issues remain debated, such as the multiplicative or additive contribution of the two factors (Chen & Vellutino, 1997; Joshi & Aaron, 2000; Savage, 2006), the role of fluency or accuracy measures (Adlof, Catts, & Little, 2006; Johnston & Kirby, 2006; Joshi & Aaron,…”
• Fluency Has a Role in the Simple View of Reading (2013, methodology): “…addition, automatic recognition of overlearned stimuli (letters) was included as a possible component of fluency based on previous findings showing a relationship with measures of reading comprehension (Hudson et al., 2009; Johnston & Kirby, 2006; Joshi & Aaron, 2000; Schwanenflugel et al., 2006).”
• Should the Simple View of Reading Include a Fluency Component? (2006, background): “A recent study by Joshi and Aaron (2000) provides some preliminary support for the hypothesis that fluency contributes uniquely to reading comprehension.”
• Growth and predictors of change in English language learners' reading comprehension (2013, background): “, Kendeou et al., 2009b; Kirby et al., 2003; Oakhill & Cain, 2012; Parrila et al., 2004) and L2 learners (e.g., Lesaux et al., 2007; Van Gelderen et al., 2007). However, auto-regressive studies cannot provide information on patterns of change in reading comprehension over multiple time points. Curre”
• Vocabulary: A Critical Component of Comprehension (2005, methodology): “The Componential Model of Reading, which adds fluency to the ‘‘Simple View’’ (Aaron & Joshi, 1992; Aaron, Joshi, & Williams, 1999; Joshi & Aaron, 2000), begins to address this lack of clarity.”
• Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured (2006, background): “Furthermore, inclusion of measures of symbol-naming speed have been shown to increase the prediction of reading comprehension (Joshi & Aaron, 2000).”
• Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years (2018, result): “Although many studies have examined whether the component processes of the SVR need to be expanded to include other constructs (e.g., Conners, 2009; Joshi & Aaron, 2000; Kershaw & Schatschneider, 2012; Ouellette & Beers, 2010), this study demonstrated that, consistent with SVR, all or most all of…”
• Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “…Schools DOI: 10.1002/pits relationship between perceptual speed, speed of processing, and the need for automaticity in integrating phonological and orthographic codes in word reading (e.g., Barker, Torgesen, & Wagner, 1992; Berninger, 1990; Hale & Fiorello, 2004; Joshi & Aaron, 2000; Urso, 2008).”
• The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “Joshi and Aaron (2000) tested 3rd-grade children using nonword reading to measure decoding.”
• Executive Function and Reading Comprehension: A Meta-Analytic Review (2018, background): “…terms to capture the additive as well as potential multiplicative relation between decoding and listening comprehension (Chen & Vellutino, 1997; Joshi & Aaron, 2000) or additional processes to account for unique variance in reading comprehension (Cutting & Scarborough, 2006; Sesma et al.,…”
• Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, neutral): “…school years (e.g., Byrne & FieldingBarnsley, 1995; Catts, Adlof, & Weismer, 2006; Catts, Hogan, & Adlof, 2005; Cutting & Scarborough, 2006; Johnston & Kirby, 2006; Joshi & Aaron, 2000; Savage, 2006; Savage & Wolforth, 2007; Tunmer & Hoover, 1992; Vellutino, Tunmer, Jaccard & Chen, 2007).”
• The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “Some find that it makes a significant unique contribution (Cutting and Scarborough 2006; Joshi and Aaron 2000), whilst others do not (Adlof, et al.”