Simple but complex: components of the simple view of reading across grade levels

Tilstra, Janet; McMaster, Kristen L.; Broek, Paul van den; Kendeou, Panayiota; Rapp, David N.

doi:10.1111/j.1467-9817.2009.01401.x

Cited by 274 publications

(258 citation statements)

References 47 publications

(72 reference statements)

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“…Esses resultados estendem os resultados de estudos conduzidos em inglês (CUTTING; SCARBOROUGH, 2006;TILSTRA et al, 2009;SILVERMAN et al, 2013) e sugerem que, pelo menos em ortografias mais transparentes do que a ortografia do inglês, a fluência contribui única e significativamente para a compreensão da leitura desde o início da aquisição da leitura. Por outro lado, como é discutido a seguir, nossos resultados questionam os resultados do úni-co estudo que, aparentemente, também examinou o papel desempenhado pela fluência no modelo da VSL em uma ortografia alfabética transparente.…”

Section: Discussionunclassified

“…De fato, em alguns estudos (e.g., CUTTING; SCARBOROUGH, 2006;TILSTRA et al, 2009), apenas testes de leitura de textos foram utilizados para avaliar a fluência. No presente estudo, por outro lado, a fluência foi avaliada através de um teste de leitura de palavras (familiares) isoladas.…”

Section: O Presente Estudounclassified

“…Com efeito, com exceção do estudo de Adlof, Catts e Little (2006), em todos os estudos que examinaram o papel da fluência no contexto da VSL entre leitores do inglês, variações na fluência contribuíram significativamente para a variância na compreensão da leitura, mesmo após a contabilização do efeito de variações na habilidade de ler palavras com acurácia e na compreensão linguística. (CUTTING;SCARBOROUGH, 2006;TILSTRA et al, 2009;SILVERMAN et al, 2013).…”

Section: Introductionunclassified

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O papel da fluência de leitura de palavras no desenvolvimento da compreensão da leitura: um estudo longitudinal

Cardoso-Martins

Navas

2016

Educ. rev.

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According to the "Simple View of Reading" (SVR), reading comprehension is the product of two distinct abilities: decoding, defined as the ability to read words with accuracy, and linguistic comprehension. The present study examines the role of fluency, defined as the ability to read words with accuracy and fluency, in the SVR model. In particular, the study evaluated whether fluency contributes to the development of reading comprehension in early literacy acquisition in Portuguese, above and beyond variations in decoding and linguistic comprehension. The study was longitudinal and included 65 Brazilian children enrolled in private schools in Belo Horizonte, Minas Gerais. Decoding and fluency were assessed at the end of the 1 st grade of primary school; reading comprehension was assessed one year later, at the end of the 2 nd grade. Linguistic comprehension was estimated on the basis of the students' performance on a vocabulary test administered at two different occasions along the study. Results suggest that variations in reading fluency predict early development in reading comprehension in Portuguese independently of the effect of variations in decoding performance and linguistic abilities. The implications of these findings for our understanding of the role played by fluency on the development of skilled reading are discussed.

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Section: Discussionunclassified

Section: O Presente Estudounclassified

Section: Introductionunclassified

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O papel da fluência de leitura de palavras no desenvolvimento da compreensão da leitura: um estudo longitudinal

Cardoso-Martins

Navas

2016

Educ. rev.

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“…Este modelo mostra-se particularmente útil para distinguir os alunos em função das competências nas quais apresentam dificuldades e para orientar os processos de avaliação e de intervenção. Trata-se, além disso, de um modelo consistente em termos teóricos e validado pela investigação (Adlof et al, 2006;Braze et al, 2015;Tilstra et al, 2009;van den Broek et al, 2005), tendo sido, também por estas razões, adotado nesta plataforma.…”

Section: A Plataforma Aea: Opções Ao Nível Da Classificação Das Dal Eunclassified

A utilização da plataforma “Ainda Estou a Aprender” na avaliação e na intervenção nas dificuldades na aprendizagem da leitura: um estudo de caso

Ribeiro¹,

Santos²,

Baptista³

et al. 2017

Calidoscópio

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Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados.A utilização da plataforma "Ainda Estou a Aprender" na avaliação e na intervenção nas dificuldades na aprendizagem da leitura: um estudo de casoThe platform "I'm still learning" in the assessment and intervention in reading disabilities: A case study RESUMO -As dificuldades na aprendizagem da leitura (DAL) constituem uma das principais causas de referenciação dos alunos para apoio educativo, na medida em que estas têm implicações no percurso escolar dos alunos, na inserção no mercado de trabalho e na participação social e cívica. A investigação realizada nas últimas décadas tem permitido identificar as condições chave para a eficácia da intervenção: necessidade de um ensino mais explícito (da consciência fonológica, da leitura de palavras e da compreensão); precocidade; sistematicidade; individualização; intensidade. A heterogeneidade do grupo de alunos com DAL requer uma avaliação que permita identificar os diferentes perfis e desenhar a intervenção adequada. Esta avaliação e intervenção exigem materiais e competências específicos. Os principais objetivos deste artigo são: (a) apresentar a plataforma educativa Ainda Estou a Aprender (AEA), procurando ilustrar o modo como as tecnologias de informação podem apoiar quer o diagnóstico, quer a intervenção nas DAL; (b) analisar, através de um estudo de caso, as perceções relativamente às atividades propostas na plataforma AEA e o seu impacto nos padrões de motivação para a aprendizagem da leitura.Palavras-chave: dificuldades na aprendizagem da leitura, avaliação e intervenção, plataforma educativa online.ABSTRACT -Reading disabilities are one of the main causes of signalization of students for educational support, given that these have implications in their educational trajectory, in their entrance in the job market and in their civic and social participation. The research performed in the last decades has identified key variables that maximize the efficacy of the intervention: teaching competences (phonological awareness, word reading and comprehension) explicitly, early, systematically, individually and intensively. The heterogeneity of the group of students with reading disabilities requires an assessment that allows the identification of the diverse profiles and the designing of adequate intervention programs. In turn, the assessment and intervention require specific materials and competences. The aims of this paper are: (a) to describe the educational platform "I'm still learning" illustrating how information and communication technologies can be used in the diagnostic and intervention in reading disabilities; (b) to analyse, through a case study, the perceptions about the activities presented in the platform AEA, and their impact on the patterns of motivation for learning to read.

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“…While this study provides mixed evidence for the Simple View of Reading, some argue that the Simple View of Reading may not be so simple (Kirby & Savage, 2008;Ouellette & Beers, 2010;Joshi & Aaron, 2000;Tilstra et al, 2009, McMaster, Van den Broek, Kendeou, & Rapp (2009. Some have identified gaps in the model such as the role of fluency in reading and reading comprehension, ways in which children use cognitive strategies in reading comprehension tasks, and the different aspects of vocabulary that may be important predictors of reading and reading comprehension (Kirby & Savage, 2008;Ouellette & Beers, 2010).…”

Section: The Utility Of the Simple View Of Readingmentioning

confidence: 99%

Exploring the Utility of the Simple View of Reading in Irish Children Attending Schools in Areas Designated as Socially Disadvantaged

Lyons

Fives²,

Kearns³

et al. 2013

Journal of Education and Training Studies

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Evidence suggests that children living in areas designated as socially disadvantaged may be at risk for literacy difficulties. The Simple View of Reading (Gough & Tunmer, 1986; Hoover &Gough, 1986) is a theoretical model that sets out to describe the processes that children need to develop to become proficient readers, that is word recognition or decoding processes and language comprehension processes. The overall aim of this study was to investigate the utility of the Simple View of Reading in a cohort of Irish children attending schools designated as socially disadvantaged. The objectives were twofold. The first objective was to investigate predictors of reading accuracy, spelling and reading comprehension skills in this sample. The second objective was to investigate whether or not these predictors varied with age. The sample comprised fifty-nine children attending two schools. Inclusion criteria were: children between the ages of 5-8 years; a sample of children within three ranges of reading abilities as rated by their teachers (teachers were asked to rate the children"s reading ability as above average, average or below average); and a minimum score of 80 on the British Picture Vocabulary Scales (BPVS) (Dunn et al., 1997) to be included. Reading accuracy (single word reading and passage reading), reading comprehension, and spelling were measured using three standardised tests i.e., Weschler Individual Attainment Test 11 UK , Teachers Version (WIAT, 11 UK -T) (Weschler, 2006), the York Assessment of Reading for Comprehension (YARC) (Snowling et al., 2009), and the Single Word Spelling Test (SWST), (Sacre & Masterson, 2000). Potential predictors of literacy skills, such as phonemic awareness and phonic knowledge skills, were measured using criterion-referenced tests. Vocabulary was also a potential predictor and was measured using the BPVS. There was mixed evidence for the Simple View of Reading. While phonic knowledge, phonemic knowledge and non-word reading were predictors of reading, other factors such as vocabulary were also predictors. Although vocabulary was a predictor of reading comprehension for the total sample, the picture was less clear when the effect of age was explored. To conclude, there was mixed evidence to support the Simple View of Reading. Nonetheless, the findings were encouraging in that children were acquiring literacy skills.

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Simple but complex: components of the simple view of reading across grade levels

Cited by 274 publications

References 47 publications

O papel da fluência de leitura de palavras no desenvolvimento da compreensão da leitura: um estudo longitudinal

O papel da fluência de leitura de palavras no desenvolvimento da compreensão da leitura: um estudo longitudinal

A utilização da plataforma “Ainda Estou a Aprender” na avaliação e na intervenção nas dificuldades na aprendizagem da leitura: um estudo de caso

Exploring the Utility of the Simple View of Reading in Irish Children Attending Schools in Areas Designated as Socially Disadvantaged

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