The Components of the Simple View of Reading: A Confirmatory Factor Analysis

Protopapas, Athanassios; Simos, Panagiotis G.; Sideridis, Georgios D.; Mouzaki, Angeliki

doi:10.1080/02702711.2010.507626

Cited by 86 publications

(96 citation statements)

References 43 publications

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“…van den Broeck & Geudens, 2012) and consistent with previous comparisons of Greek children with dyslexia to typically developing readers, in which the effect sizes were not greater for pseudowords than for words (Protopapas & Skaloumbakas, 2007Protopapas, Skaloumbakas, & Bali, 2008). It is also consistent with words and pseudowords aligning along common factors of accuracy and fluency rather than forming separable domains of performance (Protopapas, Simos, Sideridis, & Mouzaki, 2012).…”

Section: Discussionsupporting

confidence: 54%

Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek

Diamanti

Goulandris

Campbell

et al. 2017

Scientific Studies of Reading

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Section: Discussionsupporting

confidence: 54%

Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek

Diamanti

Goulandris

Campbell

et al. 2017

Scientific Studies of Reading

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“…The simple view does not deny the complexities of these processes, but rather divides them into two somewhat separate sets of processes (Hoover & Gough, 1990). There is now a large and growing body of research that supports the simple view, both in English (Aaron, Joshi, & Williams, 1999;Hoover & Gough, 1990;Kershaw & Schatschneider, 2012;Kirby & Savage, 2008;Oakhill, Cain, & Bryant, 2003;Tilstra, McMaster, van den Broek, Kendeou, & Rapp, 2009) and other languages (de Jong & van der Leij, 2002;Kendeou, Papadopoulos & Kotzapoulou, 2013;Megherbi, Seigneuric, & Ehrlich, 2006;Protopapas, Simos, Sideridis, & Mouzaki, 2012). This work has documented the contributions of word recognition and language comprehension to reading comprehension, and how these contributions change across grades and/or skill levels (Catts, Hogan, & Adlof, 2005;Florit & Cain, 2011;Garcia & Cain, 2014); Language and Reading Research Consortium, 2015).…”

Section: Introductionmentioning

confidence: 89%

Early prediction of reading comprehension within the simple view framework

Herrera²,

et al. 2015

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The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge, phonological awareness, rapid naming) and oral language at the beginning of kindergarten and reading comprehension at the end of third grade. Word reading was also assessed at the end of second grade and served as a mediator. Structural equation modeling showed that precursors of word reading and language comprehension accurately predicted reading comprehension in both mediated and non-mediated models. The results have important implications for the early identification of reading comprehension difficulties.

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“…As it was noticed from the research they're not many screening tools for children that attend kindergarten and thus not enough support for the kindergarten teachers and for kindergarten specialist teachers that assess children in this age. However, the majority of specialists today support that early detection and prognosis of learning difficulties appears to contribute to helping to cope with their consequences [30]. Early detection is usually associated with pre-emption and consequent primary-level intervention to address any difficulties.…”

Section: Resultsmentioning

confidence: 99%

Screening Tools for Kindergarten Children

Kokkalia¹,

Drigas²,

Economou³

et al. 2017

Int. J. Recent Contrib. Eng. Sci. IT

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Abstract-The current paper review gives a brief and representative description of some of the most used screening tools for kindergarten education. The significant role that early education plays in every child's academic life is underlined by the importance of tools that give his learning profiles. Therefore many researchers note that screening tools paly a notable role for the kindergarten teachers, the family and of course for the child in order to offer the appropriate intervention program, the proper support and draw the most suitable teaching method for the child and the class. Thus, the research team of this paper gives the description of some screening tools that are used by kindergarten teachers and specialist's worldwide-with focus in Greek kindergarten-scoping to underlie strengths and weaknesses of preschoolers. Finally, it is thought worthwhile to say that the screening tools that are presented are used with the traditional way while some of them with the support of new technology.

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The Components of the Simple View of Reading: A Confirmatory Factor Analysis

Cited by 86 publications

References 43 publications

Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek

Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek

Early prediction of reading comprehension within the simple view framework

Screening Tools for Kindergarten Children

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