The Simple View of Reading

By Hee-jung Kim. 2012

1,277 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9a7e821883477520b6f4c8a489508f37bca4339d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, neutral): “According to the simple view of reading (Gough & Tunmer, 1986; Hoover & Gough, 1990), reading comprehension is hypothesized to be the product of decoding and listening comprehension.”
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, methodology): “…are highly similar to those for reading comprehension, and listening comprehension is a necessary component skill of reading comprehension (Hoover & Gough, 1990), a naturally rising question is whether language and cognitive component skills (e.g., working memory, inference) are directly…”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, result): “Specifically, DIER posits that at the upper level, reading comprehension is largely a function of word reading and listening comprehension (discourse comprehension in oral language), in line with the simple view (Hoover & Gough, 1990; Tunmer & Chapman, 2012).”
The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, methodology): “This research base draws on the Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990 ), which holds that word reading (decoding) and linguistic comprehension (oral language proficiency) interact with one another and predict the vast majority of variation in reading comprehension outco”
Decoding and Reading Comprehension (2014, methodology): “In this article, we use the term decoding to refer to word reading generally, in the spirit of Hoover and Gough (1990).”
The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “The simple view of reading (Gough & Tunmer, 1986; Hoover & Gough, 1990) is an influential theory of individual differences in reading comprehension.”
The Development of Graphophonological-Semantic Cognitive Flexibility and Its Contribution to Reading Comprehension in Beginning Readers (2010, background): “Even in the “simple view,” skilled reading involves at least decoding (phonological processing) and linguistic comprehension (semantic processing; Gough, Hoover, & Peterson, 1996 ; Gough & Tunmer, 1986 ; Hoover & Gough, 1990 ).”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, result): “Gc-LS was classified as medium at the youngest age group (6–8 years), a finding consistent with research that has implicated the ability to comprehend spoken language (i.e., listening comprehension) in reading development (Hoover & Gough, 1990; Joshi & Aaron, 2000).”
The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills (2018, positive): “In the current study, we conceptualized listening comprehension as understanding of passages spoken aloud (Hoover & Gough, 1990), and contrasted models in which word recognition and listening comprehension were independent or related.”
Growth and predictors of change in English language learners' reading comprehension (2013, methodology): “A model of reading development that has received much attention is the Simple View of Reading (SVR) (Gough & Tunmer, 1986; Hoover & Gough, 1990).”
The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, background): “There is a general agreement among researchers that word reading and listening comprehension are important predictors of reading ability ( Hoover & Gough, 1990 ).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, methodology): “The widely known Simple View of Reading model (SVR) (Gough & Tunmer, 1986; Hoover & Gough, 1990) posits that reading comprehension is the product of two main clusters of skills: word recognition and language comprehension 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): “A predominant view of reading comprehension, the simple view of reading (Gough & Tunmer, 1986, Hoover & Gough, 1990), holds that reading comprehension is the product of decoding skill (D, measured in its purest form via nonword decoding; Gough & Tunmer, 1986) and linguistic comprehension (LC), each…”