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This study leverages advances in multivariate cross-classified random effects models to extend the Simple View of Reading to account for variation within readers and across texts, allowing for both the personalization of the reading function and the integration of the component skills and text and discourse frameworks for reading research. We illustrate the Complete View of Reading (CVRi) using data from an intensive longitudinal design study with a large sample of typical (N = 648) and struggling readers (N = 865) in middle school and using oral reading fluency as a proxy for comprehension. To illustrate the utility of the CVRi, we present a model with cross-classified random intercepts for students and passages and random slopes for growth, Lexile difficulty, and expository text type at the student level. We highlight differences between typical and struggling readers and differences across students in different grades. The model illustrates that readers develop differently and approach the reading task differently, showing differential impact of text features on their fluency. To be complete, a model of reading must be able to reflect this heterogeneity at the person and passage level, and the CVRi is a step in that direction. Implications for reading interventions and 21st century reading research in the era of “Big Data” and interest in phenotypic characterization are discussed.

Based on the analysis of 620 think‐aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were randomly assigned to read informational or narrative text, and each student read two texts in their assigned genre—one accessible and one challenging. The research question addressed the combinations of text processes that best differentiated four groups of readers: (1) adequate comprehenders who read narrative and (2) informational text and (3) poor comprehenders who read narrative and (4) informational text. Canonical discriminant analysis (CDA) revealed that the four groups were best differentiated by two latent, underlying functions related to (a) a combination of inference generation in accessible text and paraphrasing in both accessible and difficult text (On‐Level Inference/Paraphrasing) and (b) monitoring in both accessible and difficult text (Monitoring). Poor comprehenders who read informational text were significantly lower than the other three groups on On‐Level Inference/Paraphrasing. Poor comprehenders in both genres were significantly lower on Monitoring than adequate comprehenders who read informational text. A second CDA further examining the effects of text difficulty identified one latent function primarily explained by inference generation (Inference). Text difficulty had a significant impact on adequate comprehenders' Inference in narrative text. Implications for research and practice are discussed.

Components of reading proficiency such as accuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts allow for communication among these regions. This study utilized unique residualized tract – based spatial statistics methodology to identify the relations of white matter microstructure integrity to three components of reading proficiency in 49 school - aged children with typically developing phonological decoding skills and 27 readers with poor decoders. Results indicated that measures of white matter integrity were differentially associated with components of reading proficiency. In both typical and poor decoders, reading comprehension correlated with measures of integrity of the right uncinate fasciculus; reading comprehension was also related to the left inferior longitudinal fasciculus in poor decoders. Also in poor decoders, word reading fluency was related to the right uncinate and left inferior fronto - occipital fasciculi. Word reading was unrelated to white matter integrity in either group. These findings expand our knowledge of the association between white matter integrity and different elements of reading proficiency.