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ERIC Number: ED626851
Record Type: Non-Journal
Publication Date: 2022
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Simplicity Meets Complexity: Expanding the Simple View of Reading with the Direct and Indirect Effects Model of Reading (DIER)
Young-Suk Grace Kim
Grantee Submission
Reading comprehension--understanding, interpreting, and evaluating written texts--is a highly complex construct that involves ''the process of simultaneously constructing and extracting meaning through interaction and engagement with print'' (Snow, 2002, p. 413) and requires "the most intricate workings of the human mind" (Huey, 1968, p. 6). Given the ubiquitous demand of reading in contemporary information-driven society, it is critical to understand the skills that contribute to reading comprehension. One of the theories of reading comprehension that has garnered tremendous attention in the last three decades is the simple view of reading (SVR hereafter; Gough & Tunmer, 1986). In this chapter, I review SVR and associated empirical evidence. I then present a recent theoretical model called the direct and indirect effects model of reading (DIER; Kim, 2017, 2020a, 2020b), which builds on and critically expands and integrates SVR and other theories and lines of work. [This chapter was published in: "Handbook on the Science of Early Literacy," edited by S. Cabell et al., Guilford Press, 2022.]
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A130131; R305A180055; R305A200312; P50HD052120