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ERIC Number: EJ773917
Record Type: Journal
Publication Date: 2007
Pages: 26
Abstractor: Author
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1183-322X
An Additive Simple View of Reading Describes the Performance of Good and Poor Readers in Higher Education
Savage, Robert; Wolforth, Joan
Exceptionality Education Canada, v17 n2 p243-268 2007
According to Gough and Tunmer (1986), in a "Simple View of Reading" (SVR), Reading comprehension (RC) = Decoding (D) x Linguistic Comprehension (C). To further evaluate this model, this paper describes an exploratory study of the performance of 60 university students, the majority of whom received academic accommodations at university to compensate for significant reading delays. Results showed that both D and C predicted reading comprehension well. An additive model (D + C) fitted the data no better than a product model (D x C). Similar results were obtained when cumulative grade point average rather than reading comprehension was used as the dependent variable. D but not RC was correlated with phonological awareness and (less reliably) with rapid naming ability. Implications of these findings for the Simple View of Reading and for the support of university students with reading problems are considered. (Contains 4 tables.)
Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests; Wechsler Adult Intelligence Scale; Wide Range Achievement Test; Woodcock Reading Mastery Test