An Examination of "The Simple View of Reading".
| Number | 828 |
|---|---|
| Year | 1992 |
| Drawer | 15 |
| Entry Date | 11/04/1999 |
| Authors | Dreyer, L. G., & Katz, L. |
| Contact | |
| Publication | In Kinzer, C. K.& Leu, D. J. (eds.), Literacy Research, Theory, and Practice: Views From Many Perspectives. The National Reading Conference, Inc: Chicago, IL. (pp.169-175). |
| url | http://www.haskins.yale.edu/Reprints/HL0828.pdf |
| Abstract | [Introduction] Theoretical models of reading can have specific implications for reading instruction (Beck & McKeown, 1986; Singer, 1985). A useful distinction between a theory, which explains a phenomenon and a model. which specifies the interrelationships between a particular theory’s variables, mechanisms and constructs, is provided by Singer and Ruddell (1985). Through determining which factors are central to the reading process, models can guide teachers in making instructional decisions. The purpose of the current study was to assess the generality and predictive validity of “The Simple View of Reading,” a model proposed by Gough and Tunmer (1986), with support provided by Hoover and Gough (1990). In short, The Simple View holds that reading comprehension ability can be predicted by two components: decoding, defined as efficient word recognition, and linguistic comprehension, that is, using lexical, or word level information to achieve sentence and discourse interpretations (Hoover & Gough, 1990). Decoding and linguistic comprehension are both considered necessary for success in reading but neither of the two components is individually sufficient. The relationships, then, between reading comprehension (R), decoding (D) and linguistic or listening comprehension (L) were hypothesized in The Simple View model to be the following: R=DXL rather than R=D+L such that there could be no reading comprehension where either decoding or listening comprehension equals zero. Reading comprehension in this model is proposed to be the mathematical product of a child’s decoding ability and listening comprehension. We intended to examine how well the The Simple View model predicts reading comprehension for a student population that was substantially different from the Spanish-English bilingual population studied by Hoover and Gough. In contrast to Hoover and Gough (1990), our subjects were monolingual English-speaking third graders who were receiving a uniform instructional program in reading. Should the product model provide a good explanation of reading comprehension at a third-grade level we also intended to assess the ability of the model to account for reading comprehension two years later, when the students were in the fifth grade. If the product model has predictive as well as concurrent validity this would be a strong test of the model’s adequacy. |
| Notes |
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