Unpacking the Simple View of Reading for Struggling Adult Readers

Autor/inn/en	Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli
Titel	Unpacking the Simple View of Reading for Struggling Adult Readers
Quelle	In: Journal of Learning Disabilities, 54 (2021) 6, S.438-451 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Talwar, Amani) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420979964
Schlagwörter	Reading Difficulties; Adults; Reading Comprehension; Decoding (Reading); Oral Language; Vocabulary; Listening Comprehension; Foreign Countries; Achievement Tests; Language Tests; Canada; United States; Woodcock Johnson Tests of Achievement; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseverstehen; Dekodierung; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Hörverständnis; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; Kanada; USA
Abstract	The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. This study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. In addition, the interaction among the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed. [For the corresponding grantee submission, see ED608657.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01