The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross-sectional analysis of first, second, and third graders (N = 123-125 in each grade) to assess the adequacy of the basic model.…

Several studies have tested the validity of the simple view of reading model by examining various degrees of orthographic depth. This study aims to validate this model in both transparent and deep versions of Arabic. In addition, the contribution of the basic components of decoding and listening comprehension to reading comprehension in the…

Prominent models of word reading concur that the development of efficient word reading depends on the establishment of lexical orthographic representations in memory. In turn, word reading skills are conceptualised as supporting the development of these orthographic representations. As such, models of word reading development make clear…

Fluent readers can read connected text with accuracy, automaticity, and prosody. Without practice, automaticity cannot develop in reading, and readers must focus their attention on decoding, limiting their ability to simultaneously comprehend. Researchers have traditionally assumed that fluency and comprehension have a unidirectional relationship…

In this article we present a detailed Dual Coding Theory (DCT) model of decoding. The DCT model reinterprets and subsumes The LaBerge and Samuels (1974) model of the reading process which has served well to account for decoding behaviors and the processes that underlie them. However, the LaBerge and Samuels model has had little to say about…

This study was undertaken to design, evaluate and refine an eBook-feature that supports students' decoding of unfamiliar text. The feature supports students' independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy, and by dividing the word material into different categories based on the…

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and…

In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second-grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20-28 min long, took place 2-4 days per week, and consisted of phonemic…

Drawing on the cognitive and ecological domains within the componential model of reading, this longitudinal study explores heterogeneity in the sources of reading difficulties for language minority learners and native English speakers in urban schools. Students (N = 150) were followed from first through third grade and assessed annually on…

The purposes of this study were (a) to identify measures that when added to a base 1st-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested 355 children in the fall of 1st grade and assessed for reading difficulty at the end of 2nd grade.…

This study reports on an examination of the factor structure underlying reading performance in a sample of urban, dysfluent children. Participants were 140 second and third graders identified as exhibiting reading difficulties stemming from inefficient word and/or nonword reading. Consistent with a more complex view of reading, the results of…

By means of the moving window paradigm, we examined how many letters can be identified during a single eye fixation and whether this letter identity span changes as a function of reading skill. The results revealed that 8-year-old Finnish readers identify approximately 5 characters, 10-year-old readers identify approximately 7 characters, and…

The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language…

When skilled readers search for a target letter while reading for comprehension, they miss the target letter more often when it is embedded in high-frequency function words than in less frequent content words. The magnitude of this "missing-letter-effect" (MLE) was investigated among 180 first- to fifth-grade students as a function of…

First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one…