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The Simple View of Reading: A Developmental Perspective
1998Nearly all reading problems are due to recognizing words or comprehending language (Daneman, 1991). The idea that reading consists of only two components, word recognition and language comprehension, has been called the ‘simple view of reading’ (Gough & Tunmer, 1986; Hoover & Gough, 1990).
Bast, J.W., Reitsma, P.
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Simple and Not-So-Simple Views of Reading
Remedial and Special Education, 2018Few hypotheses in the field of literacy have proven as robust as the Simple View of Reading (SVR). Two studies included in this special issue use large participant samples and sophisticated quantitative analyses to confirm the basic claim of the SVR, that decoding and listening comprehension together predict reading comprehension. One also demonstrates
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Revisiting the “Simple View of Reading” in a Group of Children With Poor Reading Comprehension
Journal of Learning Disabilities, 2008According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) × Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension.
George K, Georgiou +2 more
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Attentional control and the Simple View of reading
Reading and Writing, 2008Attentional control was investigated as a possible third component of reading comprehension, along with decoding and language comprehension, within the Simple View of reading (Gough & Tunmer RASE: Remedial and Special Education 7:6–10, 1986; Hoover & Gough Reading and Writing 2:127–160, 1990).
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Fluency Has a Role in the Simple View of Reading
Scientific Studies of Reading, 2012The Simple View of Reading (SVR) suggests that the components of reading comprehension are decoding and linguistic comprehension. Given research that suggests that fluency is a separate construct from decoding and linguistic comprehension in fourth grade, the aim of this study was to examine the role of fluency in the SVR model.
Rebecca D. Silverman +3 more
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The 'Simple View' of Reading: Some evidence and possible implications
Educational Psychology in Practice, 2001This article explores components of reading accuracy and comprehension in 14 teenagers. The study contrasted the explanatory power of decoding and listening comprehension subskills (the 'simple view of reading'; Gough & Tunmer, 1990), and 'verbal cognitive ability' (a more traditional psychometric model).
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The Contribution of Naming Speed to the Simple View of Reading
Reading and Writing, 2006The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension, after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; (Gough, P.B. & Tunmer, W.E. (1986).
Timothy C. Johnston, John R. Kirby
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In Search of the “Simple View” of Reading Comprehension
2014Recently, Levitz (2006) reported the fi ndings of an experimental study in which he compared the growth in reading achievement for second grade students under several different conditions. The teachers in the primary experimental intervention followed a scripted, systematic and sequential program of instruction focused on rapid decoding of nonsense
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The Simple View of Reading in the identification of reading difficulties in primary education
2021Este estudio fue realizado en una escuela primaria en San Luis Potosí, México. Tuvo tres objetivos: identificar la tipología de dificultades lectoras a partir del Simple View of Reading o Modelo Simple de Lectura (MSL); conocer la relación entre la Comprensión Lectora (CL) y la Decodificación (D), y entre la CL y la Comprensión Auditiva (CA);
Camarillo Salazar, Blanca Flor +2 more
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Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading
Journal of Speech, Language, and Hearing Research, 2006Purpose To examine concurrently and retrospectively the language abilities of children with specific reading comprehension deficits (“poor comprehenders”) and compare them to typical readers and children with specific decoding deficits (“poor decoders”).
Catts, Hugh W. +2 more
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