The Simple View of Reading Redux Vocabulary Knowledge and the Independent Components Hypothesis

• Published in: Journal of learning disabilities Vol. 45; no. 5; pp. 453 - 466
• Main Authors: Tunmer, William E., Chapman, James W.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2012; SAGE Publications and Hammill Institute on Disabilities; Sage Publications; SAGE PUBLICATIONS, INC
• Subjects: Acknowledgment; Analysis; Biological and medical sciences; Child; Child clinical studies; Child Development - physiology; Comprehension; Correlation; Decoding; Decoding (Reading); Developmental disorders; Elementary school students; Evaluation; Exploratory Factor Analysis; Factor Analysis; Fundamental and applied biological sciences. Psychology; Goodness of Fit; Grade 3; Humans; Language; Language acquisition; Language Tests; Learning disabilities; Learning disorders; Linguistics; Listening Comprehension; Medical sciences; Models, Psychological; Neale Analysis of Reading Ability; Oral Language; Production and perception of written language; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopathology. Psychiatry; Reading; Reading Comprehension; Reading Difficulties; Recognition (Psychology) - physiology; Regression (Statistics); Reliability; Special education; Spoken language; Standardized Tests; Statistical analysis; Structural Equation Models; Vocabulary; Vocabulary Development; Wide Range Achievement Test; Word Recognition; simple view of reading; reading difficulties; vocabulary knowledge; Human; Vocabulary; Verbal comprehension; Reading disorder; Cognition; Developmental disorder; Knowledge; Reading; School age; Theoretical model; Language; Child
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/0022219411432685

This study investigated the hypothesis that the contributions of oral language comprehension (C) and word recognition (D) to reading comprehension (R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D. Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data obtained from a sample (N = 122) of 7-year-old students who were administered tests of vocabulary knowledge, nonword reading, word recognition (two standardized tests), and parallel forms of listening and reading comprehension. Results from the regression analysis indicated that vocabulary made a contribution to R beyond that made by word recognition and listening comprehension; results from the exploratory factor analysis showed that two factors (Decoding and Linguistic Comprehension) were extracted, with vocabulary and listening comprehension loading highly on the Linguistic Comprehension factor; and results from structural equation modeling revealed that the latent construct, C, influenced R not only directly but also indirectly through the latent construct, D.