Neurological Origins of Poor Reading Comprehension Despite Fast Word Decoding?

Yamada, Jun

doi:10.1006/brln.2001.2565

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…This finding is in line with the findings of Yamada (2002), and Hagtvet (2003), who reported a high correlation between LC and RC.…”

Section: Discussionsupporting

confidence: 93%

“…Yamada (2002), Roch and Levorato (2009) confirmed this formula but Lee and Wheldall (2009) suggested that the summation of decoding and listening comprehension was a better predictor in reading comprehension. Georgiou, Das and Hayward (2009) declared that an additive model (D + C) fitted the data in their research as equally well as a product model.…”

Section: Discussionmentioning

confidence: 81%

“…Their study of the relationship between decoding and comprehension in the first language (L1) led to the simple view of reading as RC = D × LC, which was later confirmed by Hoover and Gough (1990). In this connection, Yamada (2002) stated that if "listening comprehension is kept well within the normal range, reading comprehension is highly correlated with word decoding", but when listening comprehension is poor, "children would be poor readers, however good they may be at reading words" (p. 253).…”

Section: Views On Svrmentioning

confidence: 96%

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Evaluation of the Simple View of Reading in an EFL Context: An Additive or Product Model?

Ghaedsharafi¹,

Yamini²

2011

IJEL

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This study attempted to find the relationship among decoding skill (DS), reading comprehension (RC) and listening comprehension (LC) in an EFL context to evaluate Gough and Tunmer's (1986) Simple View of Reading (SVR) in which Reading Comprehension = Decoding × Listening Comprehension. To this end, 85 female students studying English as a foreign language (EFL) at a Language Institute in Shiraz were asked to participate in the study. The sample was homogenous with regard to their English level. Through a multiple-choice cloze test, multiple-choice listening test and a word and non-word reading assessment, RC, LC and DS were measured respectively. To find out if reading comprehension equals DS × LC, correlation analysis and simple linear regression analysis were used. The results supported the validity of the simple view of reading

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“…This finding is in line with the findings of Yamada (2002), and Hagtvet (2003), who reported a high correlation between LC and RC.…”

Section: Discussionsupporting

confidence: 93%