The Genetic and Environmental Foundation of the Simple View of Reading in Chinese. [PDF]
PLoS ONE, 2012 The Simple View of Reading (SVR) in Chinese was examined in a genetically sensitive design. A total of 270 pairs of Chinese twins (190 pairs of monozygotic twins and 80 pairs of same-sex dizygotic twins) were tested on Chinese vocabulary and word reading
Connie Suk-Han Ho +4 more
doaj +7 more sources
The Extended Simple View of Reading in Adult Learners of Chinese as a Second Language [PDF]
Frontiers in Psychology, 2022 The Simple View of Reading (SVR) designates that reading comprehension is the product of decoding and listening comprehension and this conclusion has been supported by studies on school-aged native and nonnative speakers.
Meiling Hao +5 more
doaj +4 more sources
The Simple View of Reading in Children Acquiring a Regular Orthography (Italian): A Network Analysis Approach [PDF]
Frontiers in Psychology, 2021 In the present study, we explored the unique contribution of reading accuracy, reading fluency and linguistic comprehension within the frame of Simple View of Reading (SVR). The experimental sample included 118 3rd to 5th grade children learning Italian,
Paola Angelelli +8 more
doaj +4 more sources
Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading [PDF]
Journal of Cognition, 2021 Reading comprehension difficulties are common in individuals with intellectual disabilities (ID), but the influences of underlying abilities related to reading comprehension in this group have rarely been investigated.
Karin Nilsson +5 more
doaj +10 more sources
Vocabulary does not complicate the simple view of reading. [PDF]
Read Writ, 2016 Gough and Tunmer's (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC.
Braze D +8 more
europepmc +6 more sources
Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography [PDF]
Frontiers in Education, 2022 The Simple View of Reading (SVR) proposes that reading comprehension depends on two general processes –language comprehension and word recognition– and that the contribution of these known processes to reading comprehension varies in time.
Laura V. Sánchez-Vincitore +4 more
doaj +3 more sources
Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading [PDF]
Education SciencesCritical thinking has been identified as an essential skill for the 21st century, yet little research has investigated its role in reading comprehension.
David Paige +2 more
doaj +3 more sources
Children’s reading difficulties, language, and reflections on the simple view of reading [PDF]
Australian Journal of Learning Difficulties, 2019 Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension.
Kate Nation
+6 more sources
The simple view of reading and its broad types of reading difficulties [PDF]
Reading and Writing, 2023 AbstractCommon depictions of the simple view of reading (SVR), in both research and practice, describe reading comprehension difficulties by using the dichotomous variables of “poor” and “good” for each of its three constructs. But these fail to accurately capture the role the product of the two subcomponents of word recognition and language ...
Wesley A. Hoover
openalex +2 more sources
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading [PDF]
Reading Research Quarterly, 2021 ABSTRACTThe simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading.
Nell K. Duke, Kelly B. Cartwright
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