Research Note: Testing the Simple View of Reading in Adolescents and Adults With Down Syndrome

• Published in: American journal of speech-language pathology Vol. 32; no. 4; pp. 1689 - 1697
• Main Authors: Loveall, Susan J, Conners, Frances A, Hubbard, Katherine J
• Format: Journal Article
• Language: English
• Published: United States American Speech-Language-Hearing Association 10.07.2023
• Subjects: Adolescent; Adult; Comprehension; Down Syndrome - diagnosis; Humans; Language; Linguistics; Reading; Research Notes
• ISSN: 1058-0360; 1558-9110
• DOI: 10.1044/2023_AJSLP-22-00332

The Simple View of Reading is a well-supported framework in typical development that proposes that reading comprehension is predicted by word identification and language comprehension abilities. Although there has been some research examining relations between reading comprehension, word identification, and language comprehension, there has been little research directly testing the Simple View in individuals with Down syndrome, a population that often has difficulties with reading comprehension. Therefore, the purpose of this study was to test the Simple View model in English-speaking readers with Down syndrome and examine the contributions of word identification and language comprehension abilities to their reading comprehension success. Twenty-one adolescent and adult readers with Down syndrome (16-36 years of age) completed standardized reading, language, and IQ assessments. Multiple regression assessed the contribution of word identification/phonological decoding and language comprehension skills to reading comprehension outcomes. The full model explained 59% of the variance in reading comprehension. However, language comprehension emerged as the only significant unique predictor, explaining 29% of that variance. Together then, word identification and language comprehension explained approximately 30% of the variance in reading comprehension. The pattern of results suggests that language comprehension is particularly important to reading comprehension success for individuals with Down syndrome, at least those who can already identify printed words. To support reading comprehension development for individuals with Down syndrome, practitioners, educators, and parents should support language comprehension processes.