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Simple but complex: components of the simple view of reading across grade levels
Author(s) -
Tilstra Janet,
McMaster Kristen,
Van den Broek Paul,
Kendeou Panayiota,
Rapp David
Publication year - 2009
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2009.01401.x
Subject(s) - reading comprehension , fluency , psychology , reading (process) , variance (accounting) , comprehension , listening comprehension , active listening , cognitive psychology , developmental psychology , mathematics education , linguistics , communication , philosophy , accounting , business
The purpose of this study was to examine the simple view of reading (SVR) and contributions of verbal proficiency and reading fluency to reading comprehension for fourth‐, seventh‐ and ninth‐grade readers ( N =271). The SVR explained a significant proportion of variance in reading comprehension for all grades with decreasing explained variance in higher grades. The variance explained by decoding decreased from fourth grade to higher grades. The variance explained by listening comprehension increased from fourth‐ to seventh‐grade, but did not change from seventh‐ to ninth‐grade. In all grades, verbal proficiency and reading fluency contributed substantial additional variance to reading comprehension beyond the SVR. Changes in the predictive relation between listening and reading comprehension and factors influencing reading comprehension in each grade are discussed.