Can the simple view deal with the complexities of reading?

Kirby, John R.; Savage, Robert

doi:10.1111/j.1741-4369.2008.00487.x

Cited by 231 publications

(249 citation statements)

References 42 publications

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“…An influential theoretical account on reading, the Simple View of Reading (SVR; Gough & Tunmer, 1986), suggests that reading comprehension is the product of efficient decoding ability and linguistic comprehension. Since its conception, the SVR model has received considerable empirical support (for reviews, see Kirby & Savage, 2008;Stuart, Stainthorp, & Snowling, 2008) and has had a major influence on reading research and practice. There is, however, a need for longitudinal examinations of the SVR model in transparent orthographies (Florit & Cain, 2011).…”

mentioning

confidence: 99%

Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

Torppa¹,

Georgiou²,

Lerkkanen³

et al. 2016

Merrill-Palmer Quarterly

105

135

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mentioning

confidence: 99%

Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

Torppa¹,

Georgiou²,

Lerkkanen³

et al. 2016

Merrill-Palmer Quarterly

105

135

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“…Nesse caso, refere-se à leitura em que a criança tem que aplicar as regras de correspondência entre letras e sons das palavras. Porém, a decodificação, no caso desse modelo, pode envolver um reconhecimento de palavras mais amplo, por uma rota lexical (leitura visual das palavras) ou pela aplicação de estratégias ortográficas (Kirby & Savage, 2008). Assim, o reconhecimento de palavras pode ser medido pela precisão ou acurácia na leitura de palavras ou pseudopalavras.…”

Section: O Simple View Of Reading E a Avaliação De Leituraunclassified

A critical view of reading comprehension tests

Mota

2016

Aval. Psicol.

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RESUMOA compreensão de leitura é um construto multidimensional, que envolve processos cognitivos complexos. Embora, os trabalhos científicos tenham apontado a complexidade desse processo, do ponto de vista prático, quando se verifica como a literatura aborda a avaliação da compreensão leitora, há uma tendência a se tratar esse construto como unidimensional, e os testes como equivalentes. O presente artigo pretende discutir criticamente a forma como a área tem abordado a avaliação da compreensão leitora. Apresenta resultados de estudos empíricos que avaliaram a pertinência de três tipos de testes de compreensão de texto para leitura: Cloze, múltipla escolha e recordação. As implicações para pesquisa científica e para prática clínica são discutidas. Palavras-chave: habilidades para leitura; leitura, teste de Cloze. ABSTRACT -A critical view of reading comprehension testsReading comprehension is a multidimensional construct that involves complex cognitive processes. Although scientific studies have pointed out the complexity of this process, from a practical point of view, when one reviews how the literature addresses the assessment of comprehension, there is a tendency to treat this construct as one dimensional and tests as equivalents. This paper intends to critically discuss how the field has approached the assessment of comprehension. It presents results of empirical studies that evaluated the relevance of three types of reading comprehension tests: Cloze, multiple choice, and recall. The implications for scientific research and clinical practice are discussed. Keywords: reading skills; reading; Cloze testing.RESUMEN -Una visión crítica sobre pruebas de comprensión de lectura La comprensión de lalectura es un constructo multidimensional, que involucra procesos cognitivos complejos. Aunquelosestudios científicos hanseñaladolacomplejidad de este proceso , desde unpunto de vista práctico , cuando vemos cómolas ofertas de la literatura conlaevaluación de lacomprensiónlectora , hay una tendencia a tratar esto como un constructo unidimensional y pruebas equivalentes. Este artículo tiene como objetivo discutir críticamentecómoel área se ha ocupado de laevaluación de lacomprensiónlectora . Presenta los resultados de estudios empíricos que evalúan la relevancia de los tres tipos de pruebas de comprensión de texto para la lectura: Cloze pregunta y respuesta y recuperación.Se discutenlasimplicaciones para lainvestigación científica y lapráctica clínica. Palavras clave: habilidades para la lectura; lectura; Cloze test.A compreensão de leitura é, possivelmente, a habilidade mais importante adquirida na escola. Dificuldades ao adquirir essa habilidade comprometem a vida do estudante em praticamente todas as matérias escolares. Oliveira, Boruchovitch, e Santos (2008) demonstraram que a compreensão leitora de adolescentes correlaciona--se positivamente com o desempenho escolar, mesmo em uma matéria como matemática. As dificuldades de leitura dos estudantes podem persistir também até o ensino superior. Em outro estudo, Oliveira...

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“…The empirical support for the Simple View in typically developing children is extensive (Catts, Herrera, Nielsen, & Bridges, 2015;Hulme & Snowling, 2014;Language and Reading Research Consortium, 2015;Ripoll Salceda et al, 2014), and the model has also been suggested to be useful as a theoretical framework for reading in deaf children (Chamberlain & Mayberry, 2000;Stone et al, 2015). At the same time, it has been suggested that more detailed specification of the cognitive mechanisms involved in the two components of the Simple View would promote greater understanding of reading development (Hulme & Snowling, 2014;Kirby & Savage, 2008;Stuart, Stainthorp, & Snowling, 2008), and attempts have been made to achieve this (e.g., Byrne et al, 2013;Kim & Phillips, 2014;Kim, 2015aKim, , 2015bTunmer & Chapman, 2012;Vellutino, Tunmer, Jaccard, & Chen, 2007).…”

Section: Learning To Comprehend Texts As a Sign Language Usermentioning

confidence: 99%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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Can the simple view deal with the complexities of reading?

Cited by 231 publications

References 42 publications

Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

A critical view of reading comprehension tests

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

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