Children’s Reading Difficulties, Language, and Reflections on the Simple View of Reading

Nation, Kate

doi:10.31234/osf.io/gtzqv

Cited by 22 publications

(34 citation statements)

References 60 publications

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“…In the original study by Gough and Tunmer, these two dimensions were measured by means of a pseudoword reading task and a listening comprehension task. There is a broad agreement on the importance of both skill sets explained in the SVR for the prediction of reading comprehension (eg, Catts et al., 2015; Nation, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy

Serra¹,

Gilabert²

2021

Brit J Educational Tech

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Recent years have seen a surge of calls for personalization of education. Automatised adaptivity in serious games has been advocated as a potential instantiation of such calls. Yet little is known about the extent to which personalised learning through automatised adaptivity poses an advantage for language learning over generalised teacher‐led sequencing in digital, game‐based learning environments. The goal of this paper is to address this question by comparing the learning outcomes in reading accuracy and fluency of didactic sequences designed by EFL teachers or by an adaptive algorithm. A total of 67 participants completed several proficiency and reading skills pretest and posttest and used the iRead system for 6 months. Results showed that all learners made progress in reading skills, but no significant differences were found between the two sequences in relation to the development of reading skills. It was also shown that adaptivity works best if it leads to increase in the number of games per feature. Results are discussed in the context of previous findings, and the role of adaptivity and sequencing is critically assessed. What is already known about this topic? Serious games have the potential to aid learning but empirical research is needed. Findings about the efficiency of serious games are mixed. Current and reviewed versions of the Simple View of Reading constitute a suitable framework to measure reading acquisition. What this paper adds? It contributes to the growing corpus of research on digital serious games. It provides empirical evidence on the use of an adaptive system in formal education. Comparing a teacher‐led sequence to an algorithmic adaptive sequence on the same digital serious game has never been done before. The paper shows the need to obtain both system‐internal and system‐external data in order to capture the impact of gameplay on the development of L2 reading skills. Implications for practise and/or policy It sheds some light on how certain game designs may actually help practise with different degrees of intervention by teachers. It is interesting for teachers to use an adaptive sequence that they can check and intervene in if needed.

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Section: Literature Reviewmentioning

confidence: 99%

Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy

Serra¹,

Gilabert²

2021

Brit J Educational Tech

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“…More commonly described as ‘poor comprehenders’, these children have at least age‐appropriate phonological and reading accuracy skills, but show relative weaknesses in accessing meaning from language (Nation & Snowling, 1998). An estimated ~5% of children show such difficulties (Nation, 2019), and these comprehension problems frequently co‐occur with poor oral language skills (Catts, Adlof, & Weismer, 2006). Although there are many putative causes of poor comprehension, a wealth of evidence points to weaker performance on standardised tests of vocabulary in poor comprehenders than typically developing peers, with this performance gap widening across the school years (Cain & Oakhill, 2011).…”

Section: Introductionmentioning

confidence: 99%

Sleep‐dependent consolidation in children with comprehension and vocabulary weaknesses: it’ll be alright on the night?

James

Gaskell

Henderson

2020

Child Psychology Psychiatry

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Background: Vocabulary is crucial for an array of life outcomes and is frequently impaired in developmental disorders. Notably, 'poor comprehenders' (children with reading comprehension deficits but intact word reading) often have vocabulary deficits, but underlying mechanisms remain unclear. Prior research suggests intact encoding but difficulties consolidating new word knowledge. We test the hypothesis that poor comprehenders' sleep-associated vocabulary consolidation is compromised by their impoverished lexical-semantic knowledge. Methods: Memory for new words was tracked across wake and sleep to assess encoding and consolidation in 8-to-12-year-old good and poor comprehenders. Each child participated in two sets of sessions, one beginning in the morning (AM-encoding) and the other in the evening (PM-encoding). In each case, they were taught 12 words and were trained on a spatial memory task. Memory was assessed immediately, 12-and 24-hr later via stem-completion, picture-naming, and definition tasks to probe different aspects of word knowledge. Long-term retention was assessed 1-2 months later. Results: Recall of word-forms improved over sleep and postsleep wake, as measured in both stem-completion and picture-naming tasks. Counter to hypotheses, deficits for poor comprehenders were not observed in consolidation but instead were seen across measures and throughout testing, suggesting a deficit from encoding. Variability in vocabulary knowledge across the whole sample predicted sleep-associated consolidation, but only when words were learned early in the day and not when sleep followed soon after learning. Conclusions: Poor comprehenders showed weaker memory for new words than good comprehenders, but sleep-associated consolidation benefits were comparable between groups. Sleeping soon after learning had long-lasting benefits for memory and may be especially beneficial for children with weaker vocabulary. These results provide new insights into the breadth of poor comprehenders' vocabulary weaknesses, and ways in which learning might be better timed to remediate vocabulary difficulties.

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“…SVR: A DIFFERENT VIEW 28 I wrote this reflection paper on the SVR framework because of what I perceived were misunderstandings and misuse of terms and constructs, as well as for the tasks used to assess those confused terms and constructs. I acknowledge, as others have (e.g., Catts, 2018;Nation, 2019), that the SVR likely does not represent completely the complex nature of reading comprehension, such as how students take the information gleaned from texts and develop a coherent mental representation or model of the materials to be understood (e.g., Kim & Phillips, 2014;Kintsch, 1998;2005). Nevertheless, to best understand the contributors to reading comprehension, it seems important to acknowledge that metalinguistic skills play an important role.…”

Section: Discussionmentioning

confidence: 96%

A Different View on the Simple View of Reading

Apel¹

2021

Preprint

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The Simple View of Reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures that differed from each other. Many of those tasks did not align with the concept of linguistic comprehension originally proposed. Regardless, the studies’ outcomes were similar: the SVR model adequately represents the process of reading comprehension. In this paper, I propose a common thread that links those diverse measurement tasks; all the tasks measured students’ metalinguistic skills. In fact, the findings from these studies mirror those found from investigations directly measuring the influence of language awareness abilities on reading comprehension. I conclude the paper with the theoretical and educational implications of taking a different view of the second component of the SVR model.

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Children’s Reading Difficulties, Language, and Reflections on the Simple View of Reading

Cited by 22 publications

References 60 publications

Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy

Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy

Sleep‐dependent consolidation in children with comprehension and vocabulary weaknesses: it’ll be alright on the night?

A Different View on the Simple View of Reading

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