Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development

Vellutino, Frank R.; Tunmer, William E.; Jaccard, James; Chen, Rusan

doi:10.1080/10888430709336632

Cited by 336 publications

(279 citation statements)

References 24 publications

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“…In the whole sample inhibitory control was weakly but positively correlated with both decoding and comprehension abilities. Decoding and comprehension were also positively and substantially correlated to each other, what is in line with findings of other studies (e.g., Conners & Olson, 1990;Vellutino et al, 2007).…”

Section: Inhibitory Control and Reading Skill In Relation To Child's supporting

confidence: 81%

“…Moreover, in the last 30 years much effort was done to decompose reading competence. Phonemic awareness, spelling competence, grammar, working memory, phonological decoding or understanding are just some of the those broadly described in the literature (e.g., Borowsky & Besner, 2006;Hoover & Gough, 1990;Perfetti, 2001;Vellutino, Tunmer, Jaccard, & Chen, 2007). Such a large number of factors creates methodological difficulties, therefore in recent years a new trend in the research field has emerged.…”

Section: Reading Competencementioning

confidence: 99%

“…Also a meta-analysis of Ripoll-Salceda, Alonso, and Castilla-Earls (2014) showed that decoding and comprehension are moderately correlated through primary school grades, and that they both are highly correlated with overall reading ability and explain 50% of its variance. Despite some disagreement about the formula of their joint impact on reading skill, researchers have shown that both additive (R = D + C) and multiplicative (R = D x C) models of the SVR account for approximately 40-80% of the variance in reading comprehension (Hoover & Gough, 1990;Keenan, Betjemann, Wadsworth, DeFries, & Olson, 2006;Vellutino et al, 2007).…”

Section: Reading Competencementioning

confidence: 99%

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Developmental patterns of relationships between inhibitory control and reading skill in early-school children

Kamza¹

2017

L1 Educational Studies in Language and Literature

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Inhibitory control is one of the most important components of executive functions, which allows to suppress or regulate prepotent attentional or behavioral responses. It was proved to be a crucial factor for school achievement, including math abilities and reading acquisition. In the present cross-sectional study Ober's assumptions about the developmental patterns of relationships between inhibitory control and reading skill were examined. The sample consisted of 256 grade 1-3 primary school children. Decoding and comprehension, the two subcomponents of reading skill, were assessed using Prolexia Test, while cognitive inhibitory control was measured with the Color Word Stroop Task. Simple correlation analyses showed that comprehension ability was related to inhibitory control but only among boys from 1st and 2nd grades (but not among 3rd graders), and no relations between reading subcomponents and inhibitory control were found among girls. However, hierarchical regression analyses controlling for other reading subcomponent did not yield a significant effect of interaction. Instead, it was found that inhibitory control was related to reading only in the 1st graders. Also, some gender differences between 1st and 2nd graders in their reading ability were observed. Those findings suggest that although gender plays a significant role in reading skill development of early school children, it does not moderate the developmental links between inhibitory control and reading skill.

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Section: Inhibitory Control and Reading Skill In Relation To Child's supporting

confidence: 81%

Section: Reading Competencementioning

confidence: 99%

Section: Reading Competencementioning

confidence: 99%

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Developmental patterns of relationships between inhibitory control and reading skill in early-school children

Kamza¹

2017

L1 Educational Studies in Language and Literature

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“…Thus, it is critical to produce accurate models of the development of reading comprehension in order to develop evidence-based curricula and interventions for young and struggling readers. However, reading comprehension is determined by a wide range of component skills and processes Oakhill and Cain 2011;Vellutino et al 2007), making the specification of such models a challenge. In this paper, we evaluate one highly influential model, the Simple View of Reading (SVR), which offers a relatively simple framework within which to conceptualise reading comprehension (Gough and Educ Psychol Rev (2011) 23:553-576 …”

mentioning

confidence: 99%

The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?

2011

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We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6-10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level.Keywords Simple view of reading . Reading comprehension . Decoding . Linguistic comprehension . Early reading development Successful reading comprehension is critical for full engagement in today's society because, in addition to education and employment, a range of cultural and social activities rely on an individual's ability to efficiently and accurately assimilate information from text. Thus, it is critical to produce accurate models of the development of reading comprehension in order to develop evidence-based curricula and interventions for young and struggling readers. However, reading comprehension is determined by a wide range of component skills and processes Oakhill and Cain 2011;Vellutino et al. 2007), making the specification of such models a challenge. In this paper, we evaluate one highly influential model, the Simple View of Reading (SVR), which offers a relatively simple framework within which to conceptualise reading comprehension (Gough and Educ Psychol Rev (2011) 23:553-576

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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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Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development

Cited by 336 publications

References 24 publications

Developmental patterns of relationships between inhibitory control and reading skill in early-school children

Developmental patterns of relationships between inhibitory control and reading skill in early-school children

The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?

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

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