The Simple View of Reading as a framework for national literacy initiatives: a hierarchical model of pupil‐level and classroom‐level factors

Savage, Robert; Burgos, Giovani; Wood, Eileen; Piquette, Noëlla

doi:10.1002/berj.3177

Cited by 31 publications

(10 citation statements)

References 53 publications

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“…Joshi & Aaron, 2012, for a recent description of an eco-systemic model and data on some of these candidate factors in RC). Furthermore, using listening comprehension as an index of the listening comprehension construct, while routine in the literature, may be an impoverished way of measuring the rather broad concept of LC more generally (see Savage et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Studies of individual differences in reading have shown that there are plenty of reasons for assuming that broader speech and language measures (typically assessed using listening comprehension or oral vocabulary tasks) load separately from word reading ability in factor analysis concurrently (Kendeou et al, 2009;Protopapas, Simos, Sideridis, & Mouzaki, 2012). Listening comprehension also emerges as a reliable distinct predictor of individual differences in RC over the early primary years (Catts, Hogan, & Fey, 2003;Demont & Gombert, 1996;Erdos, Genesee, Savage, & Haigh, 2011;Oakhill, Cain, & Bryant, 2003;Savage, Burgos, Wood, & Piquette, 2015;Verhoeven & van Leeuwe, 2012; although see also Carlisle & Felbinger, 1991;Diakidoy, Stilianou, Karefillidou, & Papageorgiou, 2005).…”

Section: Models Of Comprehension In Monolingual Instructional Contextsmentioning

confidence: 99%

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Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs

Savage

Pace

2017

International Journal of Bilingualism

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Aims and Objectives/Purpose/Research Questions: This paper describes a study investigating the relationships between reading and listening comprehension in a simultaneous dual language instruction context. We explored whether listening and reading comprehension are unitary constructs across the first language (L1) and the second language (L2). Design/Methodology/Approach: Listening comprehension and reading comprehension measures were administered twice over a school year in English and French. Data and Analysis: Stepwise regression analyses were undertaken with 206 typical children in grade 4 classrooms in French Immersion programs. Findings/Conclusions: Analyses showed listening comprehension in the L1 and listening comprehension in the L2 both independently predicted reading comprehension concurrently. Reading comprehension in the L1 and reading comprehension in the L2 both predicted reading comprehension in the L1 and L2 longitudinally and symmetrically within, as well as across, home language groups. Originality and Significance/Implications: Findings suggest that listening comprehension and reading comprehension are not unitary constructs and possibly suggest synergistic recruitment of distinct L1 and L2 listening comprehension and reading comprehension resources in dual language comprehension, as suggested by the Development Interdependence Hypothesis. Both dual language policy and school-based practices might be enhanced through collaborative planning and activities that support this natural interdependence of component reading processes across languages, while also being aware that language comprehension abilities may not be at comparable levels across L1s and L2s by grade 4 in immersion contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Models Of Comprehension In Monolingual Instructional Contextsmentioning

confidence: 99%

Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs

Savage

Pace

2017

International Journal of Bilingualism

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“…Gough and Tunmer's seminal paper from 1986 theorised that: Reading = Decoding × Comprehension (R = D × C), which subsequently has been shown in countless studies to be relevant to understanding children's reading development (e.g. see Savage et al, 2015). It is important to note that Gough and Tunmer did not regard this model as a model of teaching, it is a model of children's reading development, although in their paper Gough and Tunmer acknowledged that reading development and the teaching of reading are interconnected.…”

Section: Theories Underpinning the Three Orientations To The Teaching...mentioning

confidence: 99%

Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading

Wyse

Bradbury

2022

Review of Education

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Teaching children to read is one of the most fundamental goals of early years and primary education worldwide, and as such has attracted a large amount of research from a range of academic disciplines. The aims of this paper are: (a) to provide a new critical examination of research evidence relevant to effective teaching of phonics and reading in the context of national curricula internationally; (b) to report new empirical findings relating to phonics teaching in England; and (c) examine some implications for policy and practice. The paper reports new empirical findings from two sources: (1) a systematic qualitative meta‐synthesis of 55 experimental trials that included longitudinal designs; (2) a survey of 2205 teachers. The paper concludes that phonics and reading teaching in primary schools in England has changed significantly for the first time in modern history, and that compared to other English dominant regions England represents an outlier. The most robust research evidence, from randomised control trials with longitudinal designs, shows that the approach to phonics and reading teaching in England is not sufficiently underpinned by research evidence. It is recommended that national curriculum policy is changed and that the locus of political control over curriculum, pedagogy and assessment should be re‐evaluated. The video abstract for this article is available at https://youtu.be/bJImJ79JKNI.

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“…Therefore, even if a child's oral language comprehension is high, an inability to decode will preclude comprehension of the text. To be sure, there are more nuanced (and complex) models of reading (e.g., Savage, Burgos, Wood, & Piquette, 2015), and even Gough and Tunmer acknowledged sublevels within a simple view of reading, but it is useful to examine decoding and comprehension in CMMHL because of the effect of auditory attenuation on these skills, and it is perhaps noteworthy that there is continued support in the literature for studying this dichotomy in typical development as well (Savage et al, 2015).…”

Section: Phonological Awareness Language and Readingmentioning

confidence: 99%

Language Abilities, Phonological Awareness, Reading Skills, and Subjective Fatigue in School-Age Children With Mild to Moderate Hearing Loss

Camarata

Werfel

Davis

et al. 2018

Exceptional Children

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Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more fully. Coincidentally, there has also been an emerging literature on the subjective fatigue in children with hearing loss, which could be directly or indirectly linked to reading ability. The purpose of this study was to examine associations among language abilities, reading skills, and subjective fatigue in 56 children with mild to moderate hearing loss (CMMHL). The results indicated that both phonological awareness and receptive language ability predicted reading achievement in CMMHL, which replicates findings for children without hearing loss. The results also indicated that CMMHL who had poor reading skills reported significantly higher levels of subjective fatigue relative to the other children with mild to moderate hearing loss in the sample.

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The Simple View of Reading as a framework for national literacy initiatives: a hierarchical model of pupil‐level and classroom‐level factors

Cited by 31 publications

References 53 publications

Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs

Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs

Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading

Language Abilities, Phonological Awareness, Reading Skills, and Subjective Fatigue in School-Age Children With Mild to Moderate Hearing Loss

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