Should the Simple View of Reading Include a Fluency Component?

By Suzanne M. Adlof, H. Catts, T. Little. 2006

387 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c53efa1b4d72f9e72c7576127ef7852f75de1c03

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In Developmental and Educational Psychology

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Citations in the corpus

Word Knowledge in a Theory of Reading Comprehension (2014, background): “The semantic constituent of lexical quality has a close connection to comprehension, as well established by correlations between vocabulary and reading comprehension (e.g., Adlof, Catts, & Little, 2006; Cromley & Azevedo, 2007).”
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, background): “For example, in a study with children in Grades 182 Merrill-Palmer Quarterly 2, 4, and 8, Adlof et al. (2006) found that reading fluency did not add to the prediction of reading comprehension when the effects of reading accuracy were controlled 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): “…2006; Ouellette & Beers, 2010), listening comprehension (e.g., Joshi et al., 2012; Lee &Wheldall, 2009; Ouellette & Beers, 2010), or combinations of these (Adlof et al., 2006; Foorman et al., 2015; Kendeou et al., 2009; Protopapas, Simos, Sideridis, & Mouzaki, 2012; Tunmber & Chapman, 2012).”
Both handwriting speed and selective attention are important to lecture note-taking (2014, background): “(2006) found that language comprehension account for 100 % of the variance in reading comprehension among eighth-grade students (Adlof et al., 2006).”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…2013; Kim, Guo, Liu, Peng, & Yang, 2019; Vellutino, Tunmer, Jaccard, & Chen, 2007), changing relations as a function of development (e.g., Adlof et al., 2006; Kim & Wagner, 2015), text characteristics (Francis, Kulesz, & Benoit, 2018), and interactive relations (e.g., Baker,…”
Attentional control and the Simple View of reading (2009, background): “It is this observation that has led to a discussion of whether the Simple View should include a third component (e.g., Adolf, Catts, & Little, 2006; Braze, Tabor, Shankweiler, & Mencl.”