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Instructional Approaches to Problems in Reading Comprehension of Dyslexics
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
An alternative view on the relationship between comprehension and decoding is the so-called simple view of reading, a view proposed by Gough & Tunmer (1986). Their model is not inconsistent with the previous one, but is more specific about the interrelationships and allows a set of non-trivial and testable predictions. The simple view holds that reading comprehension is some mathematical product of decoding ability and linguistic or listening comprehension. The latter component involves the ability to use lexical information to achieve sentence and discourse interpretations. Both the skill in decoding and linguistic comprehension are taken to contribute substantially toward explaining variation in reading comprehension, but the product of the two components will provide a better explanation than a linear combination. The effect of either skill on reading comprehension depends on the level of competence in the other skill, but there would be no adequate reading comprehension whenever decoding or linguistic comprehension is zero. These and other predictions of the simple model of reading were confirmed by Hoover & Gough (1990).
Australian speech-language pathologists’ self-rated confidence, knowledge, and skill on constructs essential to practising in literacy with children and adolescents
Published in International Journal of Speech-Language Pathology, 2023
Caitlin F. Stephenson, Tanya A. Serry, Pamela C. Snow
Twenty-nine percent of respondents believed that reading difficulties were contained to spelling and decoding, and did not include receptive language difficulties. This suggests an oversight of the importance of the pivotal role of oral language for proficient reading comprehension. It may be that our sample had a narrow focus on code-based skills and overlooked the end-point of reading as text comprehension. However, given the reported confidence of the sample for addressing language comprehension and vocabulary (74% "very good" to "expert"), it appears more likely that nearly 30% of our sample are insufficiently familiar with models such as Gough and Tunmer’s (1986) simple view of reading in which language comprehension is a critical and non-negotiable part of the reading process. Practising SLPs need to be aware of such a model of reading given it was first posited almost 40 years ago, has been empirically validated (Hoover & Gough, 1990), is referenced widely in the literature (Castles et al., 2018), and was recently updated (Tunmer & Hoover, 2019).
Expository discourse skills of students with reading comprehension difficulties
Published in International Journal of Speech-Language Pathology, 2022
Marleen F. Westerveld, Rebecca M. Armstrong
Students may struggle with RC for several reasons. In line with the Simple View of Reading (Hoover & Gough, 1990), students’ RC difficulties can be explained by challenges in word recognition, challenges in language comprehension or challenges in both. Considering children’s RC difficulties (in the absence of word recognition problems) often reflect oral language weaknesses, particularly at text level (Cain, 2003; Clarke, Snowling, Truelove, & Hulme, 2010; Cragg & Nation, 2006), but also at word- (vocabulary; e.g. Catts, Adlof, & Weismer, 2006) and sentence-level (morphosyntax; Adlof & Catts, 2015), it stands to reason that strengths and challenges in oral expository discourse may affect students’ understanding of written expository texts that are common in the later grades of schooling (see Snyder & Caccamise, 2010). Conversely, students with RC difficulties, regardless of the underlying challenges with word recognition and/or language comprehension, may miss out on important learning opportunities through lack of exposure to these types of written texts, and as a result may fail to develop oral expository discourse proficiency.
Language/cognitive predictors of literacy skills in 12-year-old children on the autism spectrum
Published in Logopedics Phoniatrics Vocology, 2022
Jakob Åsberg Johnels, Elisabeth Fernell, Liselotte Kjellmer, Christopher Gillberg, Fritjof Norrelgen
Besides support for general phonological models of spelling and word reading accuracy [4,7], we observed a clear and distinct association between RAN and reading fluency, also in keeping with a large general literature on children’s literacy development [23]. Besides phonological awareness, also semantic processing, indexed by listening comprehension capacities, made a unique contribution in predicting word reading accuracy and spelling, which align well with predictions from the lexical quality hypothesis [5]. Finally, for reading comprehension, we found it to be statistically predicted mainly by listening comprehension. Also this finding is in line with a widely accepted general model of reading comprehension, namely the simple view of reading [24], which predicts that reading comprehension capacities in individuals with adequate word reading skills (accuracy and fluency) will closely mirror listening comprehension.