We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6-10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level.Keywords Simple view of reading . Reading comprehension . Decoding . Linguistic comprehension . Early reading development Successful reading comprehension is critical for full engagement in today's society because, in addition to education and employment, a range of cultural and social activities rely on an individual's ability to efficiently and accurately assimilate information from text. Thus, it is critical to produce accurate models of the development of reading comprehension in order to develop evidence-based curricula and interventions for young and struggling readers. However, reading comprehension is determined by a wide range of component skills and processes Oakhill and Cain 2011;Vellutino et al. 2007), making the specification of such models a challenge. In this paper, we evaluate one highly influential model, the Simple View of Reading (SVR), which offers a relatively simple framework within which to conceptualise reading comprehension (Gough and Educ Psychol Rev (2011) 23:553-576
The current study analyzed the relationship between text comprehension and memory skills in preschoolers. We were interested in verifying the hypothesis that memory is a specific contributor to listening comprehension in preschool children after controlling for verbal abilities. We were also interested in analyzing the developmental path of the relationship between memory skills and listening comprehension in the age range considered. Forty-four, 4-year-olds (mean age = 4 years and 6 months, SD = 4 months) and 40, 5-year-olds (mean age = 5 years and 4 months, SD = 5 months) participated in the study. The children were administered measures to evaluate listening comprehension ability (story comprehension), short-term and working memory skills (forward and backward word span), verbal intelligence and receptive vocabulary. Results showed that both short-term and working memory predicted unique and independent variance in listening comprehension after controlling for verbal abilities, with working memory explaining additional variance over and above short-term memory. The predictive power of memory skills was stable in the age range considered. Results also confirm a strong relation between verbal abilities and listening comprehension in 4- and 5-year-old children.
According to multicomponentmodels (Oakhill & Cain, 2007a), text comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the 10 text or from previous knowledge), and involves various components. This study investigated (a) preschoolers’ understanding of explicit and implicit information in oral texts and (b) the role of verbal and inferential skills in the processing of explicit and implicit information. Two hundred twenty-one 4- to 6-year-olds were evaluated as to their listening text comprehension and the following components: 15 receptive vocabulary, verbal intelligence, and inferential skills. Working memory was a control variable. Results showed that (a) explicit information was easier to process than implicit information; and (b) all the components considered, except receptive vocabulary, accounted for comprehension of both types of information, and their role was stable in the age range considered
The study explored narrative production and comprehension in typically developing Italian–English sequential bilinguals. Thirty 5- to 6-year-olds and 32 6- to 7-year-olds were presented with story telling and retelling tasks, each followed by comprehension questions in Italian (their first language) and English (their second language). The macrostructure of narratives produced was analyzed, considering total amount of relevant information, story complexity, and mental state terms. Comprehension questions focused on implicit story information (i.e., characters’ mental states and goals). The results indicated that (a) older children outperformed younger ones on all measures; (b) an advantage of first language (Italian) over second language (English) emerged for younger children; and (c) comprehension and production were both more accurate in story retelling than in telling. Theoretical and methodological implications of these results are discussed.
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