The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

Abstract

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

Explaining Performance in Word Reading and Comprehension Across Ages: An Analysis of Multiple Hypotheses with the Wechsler Individual Achievement Test, Fourth Edition

“…While language and decoding skills explained the majority of variance in the WIAT-4 comprehension measure, analyses of other batteries that include more than one comprehension subtest have explained even greater amounts of variance when reading comprehension is modeled as a latent factor. Decoding and language have explained 90% or more of reading comprehension factors modeled with WJ-IV and KTEA-3 subtests (Parkin, 2021a; Parkin, 2021b). That level of explanation is in line with multiple investigations of the simple view of reading (Hjetland et al, 2019; Lonigan et al, 2018).…”

Assessing an Extended Version of the Not-So-Simple View of Writing Model in School-Aged Students With Attention-Deficit/Hyperactivity Disorder

“…Recently, an early version of the NSVW model has been validated using the normative samples of broadband cognitive and achievement tests. The sample of the Woodcock-Johnson IV (WJ-IV) was employed to assess the effects of oral language (subdomain of Gc ) and spelling on writing composition in school-aged students (Parkin, 2021). Two versions of the model were tested, operationalizing writing composition as a latent factor or as two intercorrelated observed variables.…”