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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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Simple View of Reading in Down's syndrome: the role of listening comprehension and reading skills
International Journal of Language & Communication Disorders, 2009Background: According to the ‘Simple View of Reading’ (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution.Aims: The current research was aimed at testing the Simple View of Reading in individuals with Down's ...
ROCH, MAJA, LEVORATO, MARIA CHIARA
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Simple View of Reading Reading Model Verification Study: For Chinese Korean learners
Korean Language and Literature, 2022In this study, I conducted a verification experiment with 31 Chinese Korean learners to test whether the reading comprehension ability of Korean students can be explained by Gough and Tunmer's (1986) model of reading, the Simple View of Reading (SVR). There are two key aspects of SVR.
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The simple view of reading in French second language learners
Learning and Individual Differences, 2021Abstract This longitudinal study examined the relative contributions of word reading accuracy, word reading fluency and linguistic comprehension to reading comprehension from Grade 1 to Grade 2 in Canadian children who speak French as an L2. French is an opaque orthography but it is more consistent in how graphemes are mapped to phonemes than ...
Michelle R.Y. Huo +4 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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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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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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The Simple View of Reading: Three Assessments of Its Adequacy
Remedial and Special Education, 2018In this article, we provide some comments on the simple view of reading (SVR), now some 30 years after its initial proposal and empirical work (Gough & Tunmer, 1986; Hoover & Gough, 1990). We begin with an overview of what the SVR is as a conceptual model, as well as what it is not.
Wesley A. Hoover, William E. Tunmer
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The Simple View of Reading: Advancements and False Impressions
Remedial and Special Education, 2018In this article, I highlight the impact that the simple view of reading (SVR) has had on the field of reading over the last 30 years. I argue that the SVR has led to many significant advancements in our understanding of reading comprehension. I also contend that it has contributed to some false impressions concerning comprehension that impact research
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