The simple view of reading

  title={The simple view of reading},
  author={Wesley A. Hoover and Philip B. Gough},
  journal={Reading and Writing},
A simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading. Three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. The results supported each prediction: (a) The linear combination of decoding and listening comprehension made substantial contributions toward explaining variation in reading… 
The “Simple View of Reading” proposes that reading comprehension could be predicted by the product of decoding and linguistic comprehension. A somewhat modified version of this model suggests that
Prediction of the development of reading comprehension: A longitudinal study.
Specific effects of word decoding, vocabulary and listening comprehension abilities on the development of reading comprehension were longitudinally examined for a representative sample of 2143 Dutch
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years
The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for
Learning to read : should we keep things simple?
A new elaborated model is presented, which provides a more comprehensive view of critical influences on reading in the early grades and has diagnostic and instructional ramifications for improving reading pedagogy.
The Role of Vocabulary in the Context of the Simple View of Reading
The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component
The simple view of reading in a transparent orthography: the stronger role of oral comprehension
Comprehension is the ultimate goal of reading, but it is a very complex task consisting of multiple component skills. A number of studies have tested the simple view of reading (SVR; Gough & Tunmer,
Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively). The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View
Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties
Comparisons of reading measures from a sample of 361 children aged 7.5 to 9.5 showed that skill in word identification was almost inseparable from the phonologically analytic decoding process that is tapped by nonword reading, and differences in reading comprehension were closely associated with differences in decoding skill.
Reading Acquisition in Monolingual Spanish- Speaking First Grade Children
The first aim of the current study was to identify the relative contribution of several theoretically relevant skills in accounting for variance in both word reading and reading comprehension in a
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability
ABSTRACT The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech,


Intelligence, Cognitive Skills, and Early Reading Progress.
FIFTY-SIX first-grade children were administered measures of general intelligence, decoding speed, phonological awareness, and listening comprehension. All four types of measures were moderately
Processing determinants of reading speed.
The results supported the conclusion that one skill allowing fast readers to capture more information from each reading fixation is faster access to letter codes from print, and this represented two important independent correlates of reading ability in a sample of subjects.
INTERACTIVE MODELS OF READING appear to provide a more accurate conceptualization of reading performance than do strictly top-down or bottom-up models. When combined with an assumption of
Developmental Changes in the Cognitive Correlates of Reading Ability and the Developmental Lag Hypothesis.
GROUPS OF thirdand fifth-grade children were administered tasks assessing receptive vocabulary, phonological awareness, general name-retrieval ability, decoding skill, wordrecognition speed, and the
The Relationship of Context-Use Skills to Reading: A Case for an Alternative Experimental Logic.
SINGER, MARTIN H., and CnoUJS, JAMES. The Relationship of Context-Use Skills to Reading: A Case for an Alternative Experimental Logic. CHILD DEVELOPMENTr, 1981, 52, 1326-1329. DiVesta, Hayward, and
An invited article: Phonological recoding and reading acquisition
ABSTRACT Phonological recoding is commonly viewed as a back-up mechanism when word identification using the visual pathway fails. A second more important role for phonological recoding is as a
Listening and Reading
  • S. Duker
  • Education
    The Elementary School Journal
  • 1965
training. One reason for this concern is the growing awareness of the intimate interrelationship between listening and reading. Both are receptive communication skills and as such share many
Decoding, Reading, and Reading Disability
To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that
The Enigma of Hyperlexia.
HYPERLEXIA HAS BEEN DESCRIBED as a unique disorder in which children notably delayed in language and cognitive development begin spontaneously to recognize words at a very early age and continue to
The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Implicit Information
A reliable decrease in question difficulty attributable to cueing prepositional relations explicitly in the text was found, interpreted as supporting and extending the arguments emerging from various “schema theories”.