Simple but complex: Components of the simple view of reading across grade levels

Janet Tilstra*, Kristen McMaster, Paul Van Den Broek, Panayiota Kendeou, David Neil Rapp

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

153 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)383-401
Number of pages19
JournalJournal of Research in Reading
Volume32
Issue number4
DOIs
StatePublished - Nov 1 2009

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychology (miscellaneous)

Fingerprint Dive into the research topics of 'Simple but complex: Components of the simple view of reading across grade levels'. Together they form a unique fingerprint.

Cite this