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Learning to read: should we keep things simple?

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Learning to read : should we keep things simple? / Language and Reading Research Consortium.

In: Reading Research Quarterly, Vol. 50, No. 2, 04.2015, p. 151-169.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Language and Reading Research Consortium 2015, 'Learning to read: should we keep things simple?', Reading Research Quarterly, vol. 50, no. 2, pp. 151-169. https://doi.org/10.1002/rrq.99

APA

Language and Reading Research Consortium (2015). Learning to read: should we keep things simple? Reading Research Quarterly, 50(2), 151-169. https://doi.org/10.1002/rrq.99

Vancouver

Language and Reading Research Consortium. Learning to read: should we keep things simple? Reading Research Quarterly. 2015 Apr;50(2):151-169. https://doi.org/10.1002/rrq.99

Author

Language and Reading Research Consortium. / Learning to read : should we keep things simple?. In: Reading Research Quarterly. 2015 ; Vol. 50, No. 2. pp. 151-169.

Bibtex

@article{4a5970733a0e43059effdb07ada98c48,
title = "Learning to read: should we keep things simple?",
abstract = "The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross-sectional analysis of first, second, and third graders (N = 123–125 in each grade) to assess the adequacy of the basic model. Participants completed multiple measures to inform latent constructs of word reading accuracy, word reading fluency, listening comprehension, reading comprehension, and vocabulary. In line with previous research, structural equation models confirmed that the influence of decoding skill decreased with increasing grade and that the influence of listening comprehension increased. However, several additional findings indicate that reading development is not that simple and support an elaboration of the basic model: A strong influence of listening comprehension on reading comprehension was apparent by grade 2, decoding skill was best measured by word and nonword reading accuracy in the early grades and word reading fluency in grade 3, and vocabulary skills indirectly affected reading comprehension through both decoding skill and listening comprehension. This new elaborated model, which provides a more comprehensive view of critical influences on reading in the early grades, has diagnostic and instructional ramifications for improving reading pedagogy.",
keywords = "Comprehension, Listening, Decoding, Sight words, word recongnition, Fluency, Accuracy, Speed, Rate, Research methodology, Experimental, Quasi-experimental, Vocabulary, Early childhood, Childhood",
author = "{Language and Reading Research Consortium} and Kate Cain",
note = "6 month embargo. ",
year = "2015",
month = apr,
doi = "10.1002/rrq.99",
language = "English",
volume = "50",
pages = "151--169",
journal = "Reading Research Quarterly",
issn = "0034-0553",
publisher = "International Reading Association",
number = "2",

}

RIS

TY - JOUR

T1 - Learning to read

T2 - should we keep things simple?

AU - Language and Reading Research Consortium

AU - Cain, Kate

N1 - 6 month embargo.

PY - 2015/4

Y1 - 2015/4

N2 - The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross-sectional analysis of first, second, and third graders (N = 123–125 in each grade) to assess the adequacy of the basic model. Participants completed multiple measures to inform latent constructs of word reading accuracy, word reading fluency, listening comprehension, reading comprehension, and vocabulary. In line with previous research, structural equation models confirmed that the influence of decoding skill decreased with increasing grade and that the influence of listening comprehension increased. However, several additional findings indicate that reading development is not that simple and support an elaboration of the basic model: A strong influence of listening comprehension on reading comprehension was apparent by grade 2, decoding skill was best measured by word and nonword reading accuracy in the early grades and word reading fluency in grade 3, and vocabulary skills indirectly affected reading comprehension through both decoding skill and listening comprehension. This new elaborated model, which provides a more comprehensive view of critical influences on reading in the early grades, has diagnostic and instructional ramifications for improving reading pedagogy.

AB - The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross-sectional analysis of first, second, and third graders (N = 123–125 in each grade) to assess the adequacy of the basic model. Participants completed multiple measures to inform latent constructs of word reading accuracy, word reading fluency, listening comprehension, reading comprehension, and vocabulary. In line with previous research, structural equation models confirmed that the influence of decoding skill decreased with increasing grade and that the influence of listening comprehension increased. However, several additional findings indicate that reading development is not that simple and support an elaboration of the basic model: A strong influence of listening comprehension on reading comprehension was apparent by grade 2, decoding skill was best measured by word and nonword reading accuracy in the early grades and word reading fluency in grade 3, and vocabulary skills indirectly affected reading comprehension through both decoding skill and listening comprehension. This new elaborated model, which provides a more comprehensive view of critical influences on reading in the early grades, has diagnostic and instructional ramifications for improving reading pedagogy.

KW - Comprehension

KW - Listening

KW - Decoding

KW - Sight words

KW - word recongnition

KW - Fluency

KW - Accuracy

KW - Speed

KW - Rate

KW - Research methodology

KW - Experimental

KW - Quasi-experimental

KW - Vocabulary

KW - Early childhood

KW - Childhood

U2 - 10.1002/rrq.99

DO - 10.1002/rrq.99

M3 - Journal article

VL - 50

SP - 151

EP - 169

JO - Reading Research Quarterly

JF - Reading Research Quarterly

SN - 0034-0553

IS - 2

ER -