Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years

By C. Lonigan, Stephen R. Burgess, C. Schatschneider. Remedial and special education, 2018

179 citations recorded by the source corpus.

The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension. In this study, the joint and unique predictive influences of decoding and linguistic comprehension for reading comprehension were examined with a group of 757 children in Grades 3 through 5. Children completed multiple measures of each construct, and latent variables were used in all analyses. Overall, the results of our study indicate that (a) the two constructs included in the SVR account for almost all of the variance in reading comprehension, (b) there are developmental trends in the relative importance of the two components, and (c) the two components share substantial predictive variance, which may complicate efforts to substantially improve children’s reading comprehension because the overlap may reflect stable individual differences in general cognitive or linguistic abilities.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/646cc8da4b91ab9ac15806e6f9e111d9b5e38033

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. Kelly B. Cartwright
2. Nell K. Duke
3. Y. Kim
4. W. Tunmer
5. Wesley A. Hoover
6. Kate Nation
7. K. Cain
8. Y. Chiu

In Education

1. Wesley A. Hoover
2. Nell K. Duke
3. Kate Nation
4. Kelly B. Cartwright
5. Y. Kim
6. W. Tunmer
7. Y. Chiu

In Statistics and Probability

1. Nell K. Duke
2. Kelly B. Cartwright
3. Y. Kim
4. W. Tunmer
5. Wesley A. Hoover
6. Kate Nation
7. K. Cain

Citations in the corpus

• Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “…that listening comprehension itself subsumes children’s vocabulary, grammar and language processing abilities and that these abilities (along with decoding) predict reading comprehension (LARRC & Chui, 2018; Foorman, Petscher, & Herrera, 2018; Hjetland et al., 2019; Lonigan et al., 2018).”
• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “For example, Lonigan, Burgess, and Schatschneider (2018) found that 41– 69% of variance predicted in reading was shared between word recognition and language comprehension in a sample of 757 students in grades 3– 5.”
• The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties (2019, background): “Lonigan et al. (2018), for example, suggested that the large amount of shared variance between word recognition and language comprehension reported in their study may reflect more general linguistic or cognitive skills that drive the development of both components.”
• Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, result): “These results are in line with previous studies, which showed an increasing role of listening comprehension in reading comprehension as children develop reading skills (Adlof et al., 2006; Foorman et al., 2015; Kim, 2015b; Kim & Wagner, 2015; Lonigan et al., 2018).”