The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?

被引：293
作者：
Florit, Elena [1 ]
Cain, Kate [2 ]
机构：
[1] Univ Padua, Dipartimento Psicol Sviluppo & Proc Socializzaz, I-35133 Padua, Italy
[2] Univ Lancaster, Lancaster, England
来源：
EDUCATIONAL PSYCHOLOGY REVIEW | 2011年 / 23卷 / 04期
关键词：
Simple view of reading; Reading comprehension; Decoding; Linguistic comprehension; Early reading development; DEVELOPMENTAL DYSLEXIA; LANGUAGE PROFICIENCY; WORD-RECOGNITION; COMPREHENSION; SKILLS; CHILDREN; ABILITY; PERFORMANCE; DISABILITIES; ACQUISITION;
D O I：
10.1007/s10648-011-9175-6
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6-10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level.
引用
收藏
页码：553 / 576
页数：24
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