TY - JOUR

T1 - The Simple View of Reading across development

T2 - the prediction of grade 3 reading comprehension by prekindergarten skills

AU - Cain, Kate

AU - Chiu, Yi-Da

AU - Language and Reading Research Consortium

N1 - The final, definitive version of this article has been published in the Journal, Remedial and Special Education, 39 (5), 2018, © SAGE Publications Ltd, 2018 by SAGE Publications Ltd at the Remedial and Special Education page: http://journals.sagepub.com/home/RSE on SAGE Journals Online: http://journals.sagepub.com/

PY - 2018/9

Y1 - 2018/9

N2 - We assessed the simple view of reading as a framework to explain grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in grade 3. Together, these variables explained sizeable (95%) variance in reading comprehension. We next examined how well oral language and code-related skills assessed in prekindergarten (PK) predicted reading comprehension in grade 3, through the two core components of the simple view: word recognition and listening comprehension. Multiple measures of vocabulary, grammar, and discourse-level skills were used to inform a latent construct of PK oral language, and multiple measures of letter and print knowledge and phonological processing informed a latent construct of code-related skills that are precursors to word reading. The best-fitting structural equation model explained 96% of the variance in reading comprehension, with strong relations evident between prekindergarten skills and the complementary grade 3 constructs of listening comprehension and word recognition. Of note, the PK latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (and non significant) relation between the complementary grade 3 constructs of listening comprehension and word recognition. These findings demonstrate a strong influence of PK oral language skills on later reading comprehension, and provide diagnostic and instructional implications for the teaching of early reading.

AB - We assessed the simple view of reading as a framework to explain grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in grade 3. Together, these variables explained sizeable (95%) variance in reading comprehension. We next examined how well oral language and code-related skills assessed in prekindergarten (PK) predicted reading comprehension in grade 3, through the two core components of the simple view: word recognition and listening comprehension. Multiple measures of vocabulary, grammar, and discourse-level skills were used to inform a latent construct of PK oral language, and multiple measures of letter and print knowledge and phonological processing informed a latent construct of code-related skills that are precursors to word reading. The best-fitting structural equation model explained 96% of the variance in reading comprehension, with strong relations evident between prekindergarten skills and the complementary grade 3 constructs of listening comprehension and word recognition. Of note, the PK latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (and non significant) relation between the complementary grade 3 constructs of listening comprehension and word recognition. These findings demonstrate a strong influence of PK oral language skills on later reading comprehension, and provide diagnostic and instructional implications for the teaching of early reading.

KW - simple view of reading

KW - reading comprehension

KW - listening comprehension

KW - word recognition

KW - language skills

KW - longitudinal

U2 - 10.1177/0741932518762055

DO - 10.1177/0741932518762055

M3 - Journal article

VL - 39

SP - 289

EP - 303

JO - Remedial and Special Education

JF - Remedial and Special Education

SN - 1538-4756

IS - 5

ER -