Abstract
One of the influential models of reading development may be the Simple View of Reading (SVR), according to which Reading Comprehension can be explained by two important components, decoding (D) and linguistic comprehension (LC) and is expressed as RC = D × LC. Decoding refers to pronunciation of the word and listening comprehension refers to understanding of the text when read by others and listening to the text. This chapter reviews various studies in support SVR from monolinguals, second language learners and conducted in various orthographies of different orthographic depth. Findings from these studies support of SVR and the model is applicable for assessment and intervention by identifying the weak component in the model (e.g., decoding or listening comprehension) and providing systematic instruction to the identified weak component. Future research directions are also provided.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aaron, P. G., Joshi, M., & Williams, K. A. (1999). Not all reading disabilities are alike. Journal of Learning Disabilities, 32(2), 120–137. https://doi.org/10.1177/002221949903200203
Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E. (2008). Diagnosis and treatment of reading disabilities based on the component model of reading: An alternative to the discrepancy model of LD. Journal of Learning Disabilities, 41(1), 67–84. https://doi.org/10.1177/0022219407310838
Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103(1), 169–189. https://doi.org/10.1037/a0021671
Bonifacci, P., & Tobia, V. (2017). The simple view of reading in bilingual language-minority children acquiring a highly transparent second language. Scientific Studies of Reading, 1–11. https://doi.org/10.1080/10888438.2016.1261869
Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40(3), 226–243. https://doi.org/10.1177/00222194070400030401
Cadime, I., Rodrigues, B., Santos, S., Viana, F. L., Chaves-Sousa, S., do Céu Cosme, M., & Ribeiro, I. (2017). The role of word recognition, oral reading fluency and listening comprehension in the simple view of reading: A study in an intermediate depth orthography. Reading and Writing. https://doi.org/10.1007/s11145-016-9691-3
Erbeli, F., & Joshi, R. M. (submitted). Application of the simple view of reading for learners of English as a foreign language among seventh graders in Slovenia.
Geva, E., & Farnia, F. (2012). Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing, 25(8), 1819–1845. https://doi.org/10.1007/s11145-011-9333-8
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
Hoien-Tengesdal, I., & Hoien, T. (2012). The reading efficiency model: An extension of the componential model of reading. Journal of Learning Disabilities, 45(5), 467–479. https://doi.org/10.1177/0022219411432688
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/BF00401799
de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51–77. https://doi.org/10.1207/S1532799XSSR0601_03
Joshi, M. R., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21(2), 85–97. https://doi.org/10.1080/02702710050084428
Joshi, R. M., Ji, X. R., Breznitz, Z., Amiel, M., & Yulia, A. (2015). Validation of the simple view of reading in Hebrew: A semitic language. Scientific Studies of Reading, 19(3), 243–252. https://doi.org/10.1080/10888438.2015.1010117
Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45(5), 480–486. https://doi.org/10.1177/0022219411432690
Keenan, J. M., Betjemann, R. S., Wadsworth, S. J., DeFries, J. C., & Olson, R. K. (2006). Genetic and environmental influences on reading and listening comprehension. Journal of Research in Reading, 29(1), 75–91. https://doi.org/10.1111/j.1467-9817.2006.00293.x
Kim, Y.-S. G., Park, C. H., & Wagner, R. K. (2014). Is oral/text reading fluency a “bridge” to reading comprehension? Reading and Writing, 27(1), 79–99. https://doi.org/10.1007/s11145-013-9434-7
Megherbi, H., Seigneuric, A., & Ehrlich, M.-F. (2006). Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension. European Journal of Psychology of Education, 21(2), 135–147. https://doi.org/10.1007/BF03173573
Nakamura, P. R., Joshi, R. M., & Ji, X. (in press). Investigating the asymmetrical roles of syllabic and phonemic awareness in Akshara processing. Journal of Learning Disabilities.
Nakamura, P. R., Koda, K., & Joshi, R. M. (2014). Biliteracy acquisition in Kannada and English: A developmental study. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Protopapas, A., Simos, P. G., Sideridis, G. D., & Mouzaki, A. (2012). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology, 33(3), 217–240. https://doi.org/10.1080/02702711.2010.507626
Sadeghi, A., Everatt, J., & McNeill, B. (2015). A simple model of Persian reading. Writing Systems Research, 8(1), 44–63. https://doi.org/10.1080/17586801.2014.1003768
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(Pt 2), 143–174. https://doi.org/10.1348/000712603321661859
Share, D. L., & Daniels, P. T. (2015). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
Tilstra, J., McMaster, K., van den Broek, P., Kendeou, P., & Rapp, D. (2009). Simple but complex: Components of the Simple View of Reading across grade levels. Journal of Research in Reading, 32(4), 383–401. https://doi.org/10.1111/j.1467-9817.2009.01401.x
Tobia, V., & Bonifacci, P. (2015). The simple view of reading in a transparent orthography: The stronger role of oral comprehension. Reading and Writing, 28(7), 939–957. https://doi.org/10.1007/s11145-015-9556-1
Torppa, M., Georgiou, G., Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., & Nurmi, J.-E. (2016). Examining the simple view of reading in a transparent orthography: A longitudinal study from kindergarten to grade 3. Merrill-Palmer Quarterly, 62(2). Retrieved from http://digitalcommons.wayne.edu/mpq/vol62/iss2/4
Tunmer, W. E., & Chapman, J. W. (2012). The simple view of reading redux: Vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities, 45(5), 453–466. https://doi.org/10.1177/0022219411432685
Verhoeven, L., & van Leeuwe, J. (2012). The simple view of second language reading throughout the primary grades. Reading and Writing, 25(8), 1805–1818. https://doi.org/10.1007/s11145-011-9346-3
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., Chung, K. K.-H., & Wong, Y.-K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 55–66. https://doi.org/10.1016/j.lindif.2013.03.004
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Joshi, R.M. (2018). Simple View of Reading (SVR) in Different Orthographies: Seeing the Forest with the Trees. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-90805-2_4
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-90804-5
Online ISBN: 978-3-319-90805-2
eBook Packages: EducationEducation (R0)