Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading

• Published in: Journal of learning disabilities Vol. 53; no. 6; pp. 469 - 491
• Main Author: Kim, Young-Suk Grace
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.11.2020; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Attention Control; Attentional processes; Cognitive Processes; Discourse functions; Elementary school students; Emotional Response; Fluency; Foreign Countries; Grade 1; Grammar; Indirect effects; Inference; Inferences; Knowledge; Knowledge Level; Korean; Korean language; Learning disabilities; Listening Comprehension; Morphology; Morphology (Languages); Orthographic Symbols; Orthography; Perspective Taking; Phonology; Reading Comprehension; Reading difficulties; Reading disabilities; Reading Fluency; Reasoning; Short Term Memory; Special education; Vocabulary; Word Recognition; South Korea; DIER; listening comprehension; reading fluency; simple view of reading; reading comprehension

The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word...