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Examining the Simple View of Reading among Subgroups of Spanish-Speaking English Language Learners
, 2015 Ryan P. Grimm
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Revisiting the simple view of reading
British Journal of Educational Psychology, 2009Background Reading component models such as the Simple View of Reading (SVR; ; ) provide a concise framework for describing the processes and skills involved when readers comprehend texts. According to the Independent Review of the Teaching of Early Reading () strong evidence for the SVR comes from Factor ...
Panayiota, Kendeou +2 more
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Reading and Writing, 1990
A simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading. Three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade.
Wesley A. Hoover, Philip B. Gough
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A simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading. Three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade.
Wesley A. Hoover, Philip B. Gough
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How Simple is the Simple View of Reading?
Scandinavian Journal of Educational Research, 2013According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension.
Stefan Gustafson +3 more
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Unpacking the Simple View of Reading for Struggling Adult Readers
Journal of Learning Disabilities, 2020The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading.
Amani Talwar +3 more
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The Simple View of Reading Redux
Journal of Learning Disabilities, 2012This study investigated the hypothesis that the contributions of oral language comprehension ( C) and word recognition ( D) to reading comprehension ( R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D.
William E, Tunmer, James W, Chapman
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Korean Journal of Applied Linguistics, 2012
This study examined whether the simple view of reading framework is consistently applicable among high school Korean EFL learners. In addition, it was investigated whether an oral reading fluency component is an efficient predictor for reading comprehension on top of decoding skills and linguistic comprehension skills.
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This study examined whether the simple view of reading framework is consistently applicable among high school Korean EFL learners. In addition, it was investigated whether an oral reading fluency component is an efficient predictor for reading comprehension on top of decoding skills and linguistic comprehension skills.
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Is the Simple View of Reading too Simple?
Scandinavian Journal of Educational Research, 2010According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model.
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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.
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