The simple view of reading and its broad types of reading difficulties
Reading and Writing - Trang 1-22 - 2023
Tóm tắt
Common depictions of the simple view of reading (SVR), in both research and practice, describe reading comprehension difficulties by using the dichotomous variables of “poor” and “good” for each of its three constructs. But these fail to accurately capture the role the product of the two subcomponents of word recognition and language comprehension plays in defining such difficulties. When the skills in both subcomponents are “good,” most depictions show reading comprehension as “good” – but this is not what the SVR holds. This can lead users of the SVR to both overlook the great variation in reading comprehension skills that are possible within each of the SVR’s defined reading difficulty types as well as misunderstand that reading comprehension may still suffer even when both word recognition and language comprehension do not. This article first reviews the SVR and its main predictions, followed by an overview of the evidence bearing on these. The article then describes how reading comprehension difficulties are defined under the SVR, presenting graphics that employ continuous variables that accurately reflect these definitions. The article concludes with a discussion of classification studies that have investigated SVR-defined reading difficulties and their findings of cases of good skills in word recognition and language comprehension coupled with poor reading comprehension. The article argues that these can be interpreted as consistent with the SVR rather than counter to it.
Tài liệu tham khảo
Aaron, P. G. (1989). Dyslexia and hyperlexia. Dordrecht: Kluwer. ISBN 0792331559
Aaron, P. G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461–502. https://doi.org/10.2307/1170518
Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E. (2008). Diagnosis and treatment of reading disabilities based on the component model of reading: An alternative to the discrepancy model of LD. Journal of Learning Disabilities, 41, 67–84. https://doi.org/10.1177/0022219407310838
Aaron, P. G., Joshi, R. M., & Williams, K. A. (1999). Not all reading disabilities are alike. Journal of Learning Disabilities, 32, 120–137. https://doi.org/10.1177/002221949903200203
Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing: An Interdisciplinary Journal, 19, 933–958. https://doi.org/10.1007/s11145-006-9024-z
Braze, D., Katz, L., Magnuson, J. S., Mencl, W. E., Tabor, W., Van Dyke, J. A., & Shankweiler, D. P. (2016). Vocabulary does not complicate the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 29, 435–451. https://doi.org/10.1007/s11145-015-9608-6
Breadmore, H. L., Vardy, E. J., Cunningham, A. J., Kwok, R. K. W., & Carroll, J. M. (2019). Literacy development: Evidence review. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Literacy_Development_Evidence_ Review.pdf
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51. https://doi.org/10.1177/1529100618772271
Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–293. https://doi.org/10.1044/1092-4388(2006/023)
Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25–40). Erlbaum.
Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36, 151–164. https://doi.org/10.1177/002221940303600208
Chen, R. S., & Vellutino, F. R. (1997). Prediction of reading ability: A cross-validation study of the simple view of reading. Journal of Literacy Research, 29, 1–24. https://doi.org/10.1080/10862969709547947
Clarke, P. J., Henderson, L. M., & Truelove, E. (2010). Chapter 3 -The poor comprehender profile Understanding and supporting individuals who have difficulties extracting meaning from text. Advances in Child Development and Behavior, 39, 79–129
Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277–299. https://doi.org/10.1207/s1532799xssr1003_5
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25–S44. https://doi.org/10.1002/rrq.411
Ebert, K. D., & Scott, C. M. (2016). Bringing the Simple View of Reading to the clinic: Relationships between oral and written language skills in a clinical sample. Journal of Communication Disorders, 62, 147–160. https://doi.org/10.1016/j.jcomdis.2016.07.002
Foorman, B. R., & Petscher, Y. (2018). Decomposing the variance in reading comprehension to reveal the unique and common effects of language and decoding. Journal of Visualized Experiments, 140, 58557. https://doi.org/10.3791/58557
Foorman, B. R., Wu, Y.-C., Quinn, J. M., & Petscher, Y. (2020). How do latent decoding and language predict latent reading comprehension: Across two years in grades 5, 7, and 9? Reading and Writing: An Interdisciplinary Journal, 33, 2281–2309. https://doi.org/10.1007/s11145-020-10043-3
Garcia, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84, 74–111. https://doi.org/10.3102/0034654313499616
Georgiou, G. K., Das, J. P., & Hayward, D. (2009). Revisiting the “simple view of reading” in a group of children with poor reading comprehension. Journal of Learning Disabilities, 42, 76–84. https://doi.org/10.1177/0022219408326210
Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1–13). Hillsdale, NJ: Erlbaum. ISBN 978–0805818451
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. https://doi.org/10.1177/074193258600700104
Healy, J. (1982). The enigma of hyperlexia. Reading Research Quarterly, 17, 319–338. https://doi.org/10.2307/747522
Hock, M. F., Brasseur, I. F., Deshler, D. D., Catts, H. W., Marquis, J. G., Mark, C. A., & Stribling, J. W. (2009). What is the reading component skill profile of adolescent struggling readers in urban schools? Learning Disability Quarterly, 32, 21–38. https://doi.org/10.2307/25474660
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160. https://doi.org/10.1007/bf00401799
Hoover, W. A., & Tunmer, W. E. (2018). The simple view of reading: Three assessments of its adequacy. Remedial and Special Education, 39, 304–312. https://doi.org/10.1177/0741932518773154
Hoover, W. A., & Tunmer, W. E. (2020). The cognitive foundations of reading and its acquisition: A framework with applications connecting teaching and learning. Cham, CH: Springer. ISBN 978-3-030-44194-4
Hoover, W. A., & Tunmer, W. E. (2022). The primacy of science in communicating advances in the science of reading. Reading Research Quarterly, 57, 399–408. https://doi.org/10.1002/rrq.446
Hulme, C., & Snowling, M. J. (1992). Deficits in output phonology: An explanation of reading failure? Cognitive Neuropsychology, 9, 47–72.
Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85–97. https://doi.org/10.1080/02702710050084428
Kershaw, S., & Schatschneider, C. (2012). A latent variable approach to the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 25, 433–464. https://doi.org/10.1007/s11145-010-9278-3
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley. ISBN 978-1-118-84524-0
Kim, Y.-S.G. (2017). Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, 21, 310–333. https://doi.org/10.1080/10888438.2017.1291643
Kim, Y.-S.G. (2020). Toward integrative reading science: The direct and indirect effects model of reading. Journal of Learning Disabilities, 53, 469–491. https://doi.org/10.1177/0022219420908239
Language and Reading Research Consortium. (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50, 151–169. https://doi.org/10.1002/rrq.99
Language and Reading Research Consortium &, & YDChiu. (2018). The simple view of reading across development: Prediction of Grade 3 reading comprehension from prekindergarten skills. Remedial and Special Education, 39, 289–303. https://doi.org/10.1177/0741932518762055
Lonigan, C. J., Burgess, S. R., & Schatschneider, C. (2018). Examining the simple view of reading with elementary school children: Still simple after all these years. Remedial and Special Education, 39, 260–273. https://doi.org/10.1177/0741932518764833
Miller, B., Cutting, L. E., & McCardle, P. D. (Eds.). (2013). Unraveling reading comprehension: Behavioral, neurobiological, and genetic components. Baltimore: Brookes. ISBN 978–1–59857–244–5
Morris, D., Meyer, C., Trathen, W., McGee, J., Vines, N., Stewart, T., Schlagal, R. (2017). The simple view, instructional level, and the plight of struggling fifth-/sixth-grade readers. Reading & Writing Quarterly, 33, 278–289
Nation, K. (2019). Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 24, 47–73. https://doi.org/10.1080/19404158.2019.1609272
Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. https://doi.org/10.1080/10888430701530730
Quinn, J. M., & Wagner, R. K. (2018). Using meta-analytic structural equation modeling to study developmental change in relations between language and literacy. Child Development, 89, 1956–1969. https://doi.org/10.1111/cdev.13049
Ripoll Salceda, J. C., Aonso, G. A., & Castilla-Earls, A. P. (2014). The simple view of reading in elementary school: A systematic review. Revista De Logopedia, Foniatría y Audiología, 34, 17–31. https://doi.org/10.1016/j.rlfa.2013.04.006
Rose, J. (2006). Independent review of the teaching of early reading: Final Report. Nottingham, UK: Department for Education and Skills.
Sabatini, J. P., Sawaki, Y., Shore, J. R., & Scarborough, H. S. (2010). Relationships among reading skills of adults with low literacy. Journal of Learning Disabilities, 43, 122–138. https://doi.org/10.1177/0022219409359343
Savage, R. (2006). Reading comprehension is not always the product of nonsense word decoding and linguistic comprehension: Evidence from teenagers who are extremely poor readers. Scientific Studies of Reading, 10, 143–164. https://doi.org/10.1207/s1532799xssr1002_2
Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., & Shaywitz, B. A. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69–94.
Silva-Maceda, G., & Camarillo-Salazar, B. F. (2021). Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View. Child Language Teaching and Therapy, 37, 19–41. https://doi.org/10.1177/0265659020967985
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). The identification and classification of struggling readers based on the simple view of reading. Dyslexia, 28, 1–20. https://doi.org/10.1002/dys.1719
Spear-Swerling, L. (2004). Fourth graders’ performance on a state-mandated assessment involving two different measures of reading comprehension. Reading Psychology, 25, 121–148. https://doi.org/10.1080/02702710490435727
Spencer, M., Wagner, R. K., & Petscher, Y. (2019). The reading comprehension and vocabulary knowledge of children with poor reading comprehension despite adequate decoding: Evidence from a regression-based matching approach. Journal of Educational Psychology, 111, 1–14. https://doi.org/10.1037/edu0000274
Stothard, S. E., & Hulme, C. (1996). A comparison of reading comprehension and decoding difficulties in children. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 93–112). Hillsdale, ISBN 978–0805818451
Stuart, M., Stainthorp, R., & Snowling, M. (2008). Literacy as a complex activity: Deconstructing the simple view of reading. Literacy, 42, 59–66. https://doi.org/10.1111/j.1741-4369.2008.00490.x
Talwar, A., Tighe, E. L., & Greenberg, D. (2018). Augmenting the simple view of reading for struggling adult readers: A unique role for background knowledge. Scientific Studies of Reading, 22, 351–366. https://doi.org/10.1080/10888438.2018.1450410
Tunmer, W. E., & Chapman, J. W. (2012). The simple view of reading redux: Vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities, 45, 453–466. https://doi.org/10.1177/0022219411432685
Tunmer, W. E., & Greaney, K. T. (2010). Defining dyslexia. Journal of Learning Disabilities, 43, 229–243. https://doi.org/10.1177/0022219409345009
Tunmer, W. E., & Hoover, W. A. (1992). Cognitive and linguistic factors in learning to read. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 175–214). Hillsdale, NJ: Erlbaum. ISBN 9781351236904
Vellutino, F. R., Tunmer, W. E., Jaccard, J., & Chen, S. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3–32. https://doi.org/10.1080/10888430709336632