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The simple view of reading: is it valid for different types of alphabetic orthographies?

Research output: Contribution to journalLiterature reviewpeer-review

<mark>Journal publication date</mark>12/2011
<mark>Journal</mark>Educational Psychology Review
Issue number4
Number of pages24
Pages (from-to)553-576
Publication StatusPublished
Early online date26/08/11
<mark>Original language</mark>English


We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6-10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level.