Attentional control and the Simple View of reading

By Frances Conners. 2009

128 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/69c003f46ff110c43bb20eee73c60e5a64292923

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. Kelly B. Cartwright
3. Kristen D. Ritchey
4. C. Lonigan
5. Stephen R. Burgess
6. Reese Butterfuss
7. E. Wray
8. Panayiota Kendeou

In Education

1. Y. Kim
2. Kristen D. Ritchey
3. C. Lonigan
4. Stephen R. Burgess
5. Kelly B. Cartwright
6. Reese Butterfuss
7. E. Wray
8. Panayiota Kendeou

In Statistics and Probability

1. Y. Kim
2. Kelly B. Cartwright
3. Kristen D. Ritchey
4. E. Wray
5. Stephen R. Burgess
6. Panayiota Kendeou
7. Jeffrey R. Harring
8. R. Silverman

Citations in the corpus

• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, unknown): “…control (Kieffer et al., 2013; Potocki, Sanchez, Ecalle, & Magnan, 2017), working memory (Nouwens, Groen, Kleemans, & Verhoeven, 2020; Potocki et al., 2017; Sesma, Mahone, Levine, Eason, & Cutting, 2009), planning (Nouwens et al., 2020; Sesma et al., 2009), and attentional control (Conners, 2009).”
• Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years (2018, result): “, Conners, 2009). In contrast, results of other studies indicate that decoding and linguistic comprehension can account for almost all the variance in reading comprehension (e.g., Sabatini et al., 2010). Many factors may influence the degree to which decoding and linguistic comprehension account for”
• 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): “…Grammatical knowledge, working memory, Attentional control) press; Cain, 2006, 2007; Cain & Oakhill, 1999; Cain, Oakhill, & Bryant, 2004; Conners, 2009; Cromley & Azevedo, 2007; Daneman & Carpenter, 1980; Oakhill & Cain, 2012; Seigneuric & Ehrlich, 2005; Seigneuric, Ehrlich, Oakhill, &…”
• 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 Role of Executive Functions in Reading Comprehension (2017, background): “For instance, Conners (2009) argued that monitoring reading processes, interrupting processes when a problem occurs, and adopting alternative processes when one process fails are essential to reading comprehension.”
• Fluency Has a Role in the Simple View of Reading (2013, methodology): “Therefore, researchers have continued to explore whether additional components are needed to make the SVR more robust (Conners, 2009; Savage, 2006).”