A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story

By Gene P. Ouellette, A. Beers. 2010

455 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/56d5e938a483c287e305a84c503061eef3203e84

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “Recently, Ouellette and Beers (2010) described the increasing role of oral vocabulary in the prediction of reading comprehension achievement in Grade 6, contrasted with a diminishing role of decoding skills.”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “…contribute to reading comprehension beyond D and LC, and some skills require coordination of elements of both D and LC and thus cannot be easily subsumed into either of these constructs (e.g., see Cartwright, 2007; Conners, 2009; Johnston & Kirby, 2006; Joshi & Aaron, 2000; Oulette & Beers, 2010).”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “…vocabulary predicted variance in reading ability above and beyond measures of SVR components in many studies (Nation & Snowling, 2004; Ouellette & Beers, 2010; Tilstra, McMaster, van den Broek, Kendeou, & Rapp, 2009; Verhoeven & van Leeuwe, 2008), although not all of them (Braze et…”
The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “Ouellette and Beers (2010) also provided evidence for a differential role of words and nonwords.”
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, background): “Ouellette and Beers (2010) proposed that the unique contribution of vocabulary to reading comprehension may reflect a measurement artifact because “the current assessment tools for vocabulary are more accurate indices of the construct under study (oral language skills) than are assessment measures…”
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, background): “This difference in approach might also explain discrepancies between the present findings and previous studies that found a unique contribution of vocabulary to reading comprehension over and above word reading and listening comprehension (e.g., Ouellette & Beers, 2010; Verhoeven & Leeuwe, 2008).”
Handbook of Research on Learning and Instruction (2011, background): “When a student appraises him-or herself as having control over the achievement task, he will experience pride (after success) or shame (after failure).”