Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years

• Published in: Remedial and special education Vol. 39; no. 5; pp. 260 - 273
• Main Authors: Lonigan, Christopher J., Burgess, Stephen R., Schatschneider, Christopher
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2018; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Children; Decoding; Decoding (Reading); Elementary Education; Elementary School Students; Elementary schools; Grade 3; Grade 4; Grade 5; Individual differences; Linguistics; Predictor Variables; Reading; Reading Comprehension; Florida; reading; simple view of reading; linguistic comprehension; reading comprehension; decoding
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/0741932518764833

The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension. In this study, the joint and unique predictive influences of decoding and linguistic comprehension for reading comprehension were examined with a group of 757 children in Grades 3 through 5. Children completed multiple measures of each construct, and latent variables were used in all analyses. Overall, the results of our study indicate that (a) the two constructs included in the SVR account for almost all of the variance in reading comprehension, (b) there are developmental trends in the relative importance of the two components, and (c) the two components share substantial predictive variance, which may complicate efforts to substantially improve children’s reading comprehension because the overlap may reflect stable individual differences in general cognitive or linguistic abilities.