Evaluating the Simple View of Reading for Children with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Cole, Alissa M.; Chan, Elizabeth S. M.; Gaye, Fatou; Spiegel, Jamie A.; Soto, Elia F.; Kofler, Michael J.
Titel	Evaluating the Simple View of Reading for Children with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Educational Psychology, 115 (2023) 5, S.700-714 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kofler, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000806
Schlagwörter	Reading Difficulties; Attention Deficit Hyperactivity Disorder; At Risk Students; Children; Early Adolescents; Decoding (Reading); Reading Comprehension; Reading Skills; Language Skills; Socioeconomic Status; Kaufman Test of Educational Achievement; Wechsler Intelligence Scale for Children; Hollingshead Social Economic Status Measures; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Child; Kind; Kinder; Dekodierung; Leseverstehen; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Socio-economic status; Sozioökonomischer Status; Schulleistung; Test
Abstract	The "simple view of reading" is an influential model of reading comprehension that asserts that children's reading comprehension performance can be explained entirely by their decoding and language comprehension skills. Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit difficulty across all three of these reading domains on standardized achievement tests, yet it is unclear whether the simple view of reading is sufficient to explain reading comprehension performance for these children. The current study is the first to use multiple indicators and latent estimates to examine the veracity of key predictions from the simple view of reading in a clinically evaluated sample of 250 children with and without ADHD (ages 8-13, M[subscript age] = 10.29, SD = 1.47; 93 girls; 70% White/non-Hispanic). Results of the full-sample structural equation model revealed that decoding and language comprehension explained all (R[superscript 2] = 0.99) of the variance in reading comprehension for children with and without ADHD. Further, multigroup modeling (ADHD, non-ADHD) indicated that there was no difference in the quantity of variance explained for children with ADHD versus clinically evaluated children without ADHD and that the quantity of explained variance did not differ from 100% for either group. Sensitivity analyses indicated that these effects were generally robust to control for monomethod bias, time sampling error, and IQ. These findings are consistent with "simple view" predictions that decoding and language comprehension are both "necessary" and together "sufficient" for explaining children's reading comprehension skills. The findings extend prior work by indicating that the "simple view" holds for both children with ADHD and clinically evaluated children without ADHD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01