You are on page 1of 1

!

VALIDATION OF SIMPLE VIEW OF READING IN SPANISH


Milagros Tapia, Gerardo Aguado and Juan C. Ripoll.
School of Education and Psychology Twenty-Third Annual Meeting
Society for the Scientific Study of Reading
Porto, July 13-16, 2016

INTRODUCTION !
AIMS
!
The Simple View of Reading (SVR) proposes that reading comprehension (R) is the product of two components: The aims of the study were to determine:
decoding (D) and language comprehension (L). !
! R=DXL If the SVR is valid and applicable for beginner readers in a
transparent orthography, Spanish.
Various studies have shown that the SVR can account for approximately 45% - 80% of the variance in reading
!
comprehension for english speaking children (Catts, Hogan y Adlof, 2005; Conners, 2009; Georgiou, Das y
The contributions of decoding and language comprehension to
Hayward, 2009; Hoover y Gough, 1990).
reading comprehension in Spanish.
Multiple scientific articles and three meta-analysis examined the validity of the SVR in english (Gough, Hoover y !
Peterson, 1996; Florit y Cain, 2011; Ripoll, Aguado y Castilla-Earls, 2014). Whether adding the short term memory, working memory and
Most of the research on the SVR model has been carried out on English-speaking children. rapid automatic naming improve the explanation of the reading
comprehension in young readers.
There is a not much literature on the examination of the SVR in Spanish.
!
!

METHODOLOGY
PARTICIPANTS: EVALUATION:
95 Peruvian students from first grade of two private schools (middle-high socio The students were was tested individually on a battery of decoding and language comprehension related skills
economic status) i of Lima (Per). measures after seven months of formal instruction in reading.
ABILITIES MATERIALS

Age Decoding Letter identification, Words Reading, No-words Reading (Prolec-R)


n M SD Reading Fluency Reading time in letters, words, pseudowords, and a text of punctuation marks (Prolec-R)
(months)
Boys 43 84,40 2,94 Rapid Naming Rapid Automatic Naming (CELF-4)
Girls 52 85,63 3,58
Language Vocabulary subtest (WISC-IV)
Comprehension Oral Comprehension (Prolec-R)
Concepts and following directions, Word Clases 1-Receptive and Sentences Structure
(CELF-4)
Reading Comprehension Reading Comprehension Test (Prolec-R)

Short Term Memory Pseudoword Repetition task (RPP)


Recalling sentences (CELF-4)
Digit span forward (WISC-IV)
Working Memory Digit span backward (WISC-IV)
Letter - Number Sequencing (WISC-IV)

!
!
RESULTS
!
!!
!
Data were loaded in four factors after all the scores entered Regression analyses showed that fluency and some language comprehension tasks contributed more to the
!
into a factor analysis: explanation of reading comprehension.
!
!
! Step R R
R
!
DECODING Mean of reading time of words, pseudo words and
! Step 1
a text of punctuation marks of a Battery for
Reading Processes Assessment (PROLEC- R)
Mean of reading time of words, pseudowords and a text 0,493 0,244 0,244

LANGUAGE Vocabulary subtest (WISC-IV) of punctuation marks of Prolec-R


COMPREHENSION Concepts and following directions (CELF-4) Step 2
0,637 0,406 0,162
Sentences Structure (CELF-4) Oral Comprehension (Prolec-R)
Oral Comprehension (PROLEC - R) Step 3
0,679 0,461 0,055
WORKING MEMORY Digit span (WISC - IV) Sentences Structures (CELF-4)
Letter - Number Sequencing (WISC-IV) Step 4
0,702 0,493 0,032
Vocabulary subtest (WISC-IV)
SHORT TERM MEMORY Pseudoword Repetition task
The model explain the 49,3% of the total variance in reading comprehension in students of first grade of primary.
Reading fluency is the variable with more effect in the explanation of the variance in reading comprehension: 24,4%,
Oral Comprehension added 16% of variance to the explanation of the variance in reading comprehension.

!
!
! CONCLUSIONS ! REFERENCES
! !
Adlof, S., Catts, H. y Little, T. (2006). Should the simple view of reading include a fluency component? Reading and Writing: An Interdisciplinary Journal,

The results indicate that, in contrast to English, reading fluency was the most dominant 19(9), 933-958.
Cain, K., Oakhill, J. y Bryant, P. (2004). Childrens reading comprehension ability: concurrent prediction by working memory, verbal ability, and component
predictor of reading comprehension in Spanish. skills. Journal of Educational Psychology, 96(1), 31-42.
Florit, E. y Cain, K. (2011). The simple view of reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review 23,
! 553-576. doi: 10.1007/s10648-011-9175-6
Georgiou, G., Das, J. y Hayward, D. (2009). Revisiting the simple view of reading in a group of children with poor reading comprehension. Journal of
This study suggest that short term memory, working memory and rapid automatic naming do Learning Disabilities, 42(1), 76-84.
Gough, P., Hoover, W. y Peterson, C. (1996). Some observations on a simple view of reading. In C. Cornoldi, & J. Oakhill (Eds.), Reading comprehension
not make a significant contribution to reading comprehension after accounting for decoding difficulties: Processes and intervention. (pp. 1-13). Mahwah, NJ: Lawrence Erlbaum Associates.
Gough, P. y Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. doi: 10.1177/074193258600700104
and language comprehension. Hoover, W. y Gough, P. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127-160. doi: 10.1007/BF00401799
Kendeou, P., Papadopoulos, T. y Kotzapoulou, M. (2013). Evidence for the Early Emergence of the Simple View of Reading in a Transparent Orthography.
! Reading & Writing: An Interdisciplinary Journal, 26, 189-204.

These findings support the basic framework of the SVR, even though the porcentaje of the Ripoll, J. C. (2011). La concepcin simple de la lectura en educacin primaria: una revisin sistemtica. Pamplona: Universidad de Navarra.
Ripoll, J. C., Aguado, G. y Castilla-Earls, A. P. (2014). The simple view of reading in elementary school: A systematic review. Revista de Logopedia, Foniatra
variance is less compare to English language. y Audiologa, 34, 17-31. doi: 10.1016/j.rlfa.2013.04.006
Tobia, V. y Boniffaci, B. (2015). The simple view of reading in a transparent orthography: The stronger role of oral comprehension. Reading and Writing, 28,
! 939-957.

You might also like