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ERIC Number: EJ975707
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0022-2194
The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis
Tunmer, William E.; Chapman, James W.
Journal of Learning Disabilities, v45 n5 p453-466 Sep-Oct 2012
This study investigated the hypothesis that the contributions of oral language comprehension ("C") and word recognition ("D") to reading comprehension ("R") in the simple view of reading (SVR) are not independent because a component of "C" (vocabulary knowledge) directly contributes to the variance in "D." Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data obtained from a sample (N = 122) of 7-year-old students who were administered tests of vocabulary knowledge, nonword reading, word recognition (two standardized tests), and parallel forms of listening and reading comprehension. Results from the regression analysis indicated that vocabulary made a contribution to R beyond that made by word recognition and listening comprehension; results from the exploratory factor analysis showed that two factors (Decoding and Linguistic Comprehension) were extracted, with vocabulary and listening comprehension loading highly on the Linguistic Comprehension factor; and results from structural equation modeling revealed that the latent construct, "C," influenced "R" not only directly but also indirectly through the latent construct, "D." (Contains 3 tables and 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Neale Analysis of Reading Ability; Wide Range Achievement Test