Florit, Elena and Cain, Kate (2011) The simple view of reading:is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23 (4). pp. 553-576. ISSN 1040-726XFull text not available from this repository.
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.
|Journal or Publication Title:||Educational Psychology Review|
|Uncontrolled Keywords:||Simple view of reading ; Reading comprehension ; Decoding ; Linguistic comprehension ; Early reading development ; DEVELOPMENTAL DYSLEXIA ; LANGUAGE PROFICIENCY ; WORD-RECOGNITION ; POOR READERS ; COMPREHENSION ; SKILLS ; CHILDREN ; ABILITY ; PERFORMANCE ; FLUENCY|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Departments:||Faculty of Science and Technology > Psychology|
|Deposited On:||09 Mar 2012 02:46|
|Last Modified:||23 Apr 2017 03:09|
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