Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja‐Kristiina; Niemi, Pekka; Poikkeus, Anna‐Maija; Nurmi, Jari‐Erik

doi:10.13110/merrpalmquar1982.62.2.0179

Cited by 97 publications

(141 citation statements)

References 72 publications

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“…School-entry reading fluency, letter knowledge and RAN were significant predictors of reading fluency in both samples similar to many previous studies Landerl et al, 2013). As expected, based on SVR studies (e.g., Kirby & Savage, 2008;Stuart et al, 2008;Torppa et al, 2016), listening comprehension, letter knowledge and reading fluency predicted reading comprehension. Listening comprehension was a weak predictor, which fits previous findings showing that at the early stages of reading development, reading fluency is a stronger predictor of reading comprehension than linguistic measures (e.g., Florit & Cain, 2011).…”

Section: Discussionsupporting

confidence: 88%

“…The role of listening comprehension will probably increase in higher grades, however. After decoding becomes automatised and effortless, more cognitive resources can be allocated to comprehension (e.g., Perfetti, ) and the effect of decoding diminishes (e.g., Georgiou et al, ; Torppa et al, ). However, the effect of listening comprehension can be underestimated in the present study as the listening comprehension measure had a short scale and was assessed as a group test, which can affect the reliability of the measure.…”

Section: Discussionmentioning

confidence: 99%

“…RAN (Denckla & Rudel, 1976;Kirby et al, 2010) is included in the present study as a school-entry cognitive skill for the prediction of reading development. RAN has been frequently shown to predict reading fluency in several orthographies, including Finnish (e.g., Eklund et al, 2013;Landerl et al, 2013;Torppa et al, 2016) and Estonian (Lukanenok, 2011). It is thus not a surprise that RAN is a strong predictor of reading difficulties in the transparent orthographies where reading difficulties are typically manifested by slow struggling reading and rarely by erroneous reading (e.g., Eklund et al, 2015;Landerl et al, 1997).…”

Section: Early Identification Of At-risk Children For Reading Difficumentioning

confidence: 99%

“…According to the simple view of reading (SVR; Gough & Tunmer, 2016), reading comprehension is the product of efficient decoding ability and listening comprehension. The SVR model has gathered evidence from several orthographies (e.g., Babayiğit & Stainthorp, 2011;Florit & Cain, 2011;Kendeou et al, 2013;Kirby & Savage, 2008;Stuart et al, 2008;Torppa et al, 2016). In the transparent orthographies, reading fluency, rather than reading accuracy, is the best choice for the decoding measure.…”

Section: Early Identification Of At-risk Children For Reading Difficumentioning

confidence: 99%

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Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland

Torppa

Soodla²,

Lerkkanen

et al. 2019

Journal Research in Reading

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Background The present study examined differences in the prediction of reading development and reading difficulties in Estonia (n = 348) and Finland (n = 344). These neighbouring countries share many similarities in terms of their language, orthography and educational system; however, they differ in the timing of the onset of reading instruction, which is kindergarten in Estonia and Grade 1 in Finland. Methods Children's skills were assessed three times – fall and spring in Grade 1 and spring in Grade 2. Results The results showed that school‐entry rapid automatised naming and reading fluency predicted the development of fluency in Grade 2, but reading fluency was a stronger predictor in Estonia than in Finland. In addition, school‐entry reading fluency was the strongest predictor of reading comprehension in Grade 2. Furthermore, listening comprehension was a stronger predictor of reading comprehension in the Finnish sample than in the Estonian sample. Finally, high‐risk children were identified based on their slow reading and rapid automatised naming at school entry. In Estonia, the reading development of high‐risk children was declining compared to their peers, while the Finnish high‐risk children were catching up with their peers. The high‐risk children in the Finnish sample also had reading difficulties less often than the Estonian sample. Conclusions The findings suggest that the skills at school entry are stronger predictors of reading development in Estonia than in Finland. The reasons for this could be the earlier onset of reading instruction in kindergarten in the Estonian sample or differences in reading instruction practices between Estonian and Finnish schools.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Early Identification Of At-risk Children For Reading Difficumentioning

confidence: 99%

Section: Early Identification Of At-risk Children For Reading Difficumentioning

confidence: 99%

See 2 more Smart Citations

Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland

Torppa

Soodla²,

Lerkkanen

et al. 2019

Journal Research in Reading

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show abstract

“…The amount of explained variance in PISA Reading performance by reading fluency was, however, only 15% or less, depending on the PISA measure in question. In addition, previous studies have shown that the explanatory power of reading fluency decreases as children grow (e.g., Florit & Cain, 2011;Torppa et al, 2016). This is because the reading skill of an increasing number of children becomes automatic enough for comprehension processes, and therefore, other skills start to be more important predictors of individual differences in reading comprehension.…”

Section: Discussionmentioning

confidence: 98%

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity

Torppa

Eklund

Sulkunen

et al. 2017

Journal Research in Reading

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The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task-avoidant behaviour) or the amount of time spent with leisure reading and homework. Girls outperformed boys in all measures except for achievement behaviour. The models explaining PISA Reading were not different: For boys and girls, reading fluency, mastery orientation, leisure book reading and homework explained the variance in PISA Reading scores. The gender effect on PISA Reading was, however, for the most part mediated by differences in reading fluency. These findings suggest that while mastery orientation, homework activity and leisure book reading are concurrent predictors of PISA Reading over and above reading fluency, they do not explain gender difference.Gender differences in favour of girls in reading have raised concern over the last few decades. Girls' advantages in reading, spelling and writing have been reported in many

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Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities

Church

Cirino

Miciak

et al. 2019

New Directions for Child and Adolescent Development

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The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a bi-factor structure best represented a comprehensive assessment of EF. Study 1b found that cognitive and behavioral measures of EF related independently to math and reading. Study 1c found that EF related to reading, above and beyond other variables, but Study 1d found no evidence that adding an EF training component improved intervention response. Study 1e found that pretest EF abilities did not relate to intervention response. Neuroimaging studies examined EF-related brain activity during both reading and nonlexical EF tasks. In Study 2a, the EF task evoked control activity, but generated no differences between struggling and typical readers. The reading task, however, had group differences in both EF and reading regions. In Study 2b, EF activity during reading at pretest was related to intervention response. Across studies, EF appears involved in the reading process. There is less evidence for general EF predicting or improving intervention outcomes.

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Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

Cited by 97 publications

References 72 publications

Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland

Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity

Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities

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