Articlebronze2016

Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3

Minna Torppa · Georgiou · Marja‐Kristiina Lerkkanen · Niemi · Anna‐Maija Poikkeus · Nurmi

137 citations0/0 files storedMerrill-palmer Quarterly

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components.Altogether, 1,815 Finnish children were followed from kindergarten to Grade 3. Their cognitive skills were assessed in kindergarten, listening comprehension and reading fluency in Grades 1 and 2, and reading comprehension in Grades 1-3.Reading fluency and listening comprehension accounted for 37% of the variance in reading comprehension in Grade 2 and 28% in Grade 3. The direct effect of reading fluency on reading comprehension disappeared after Grade 1, whereas the effect of listening comprehension remained significant across time.Cognitive skills predicted reading comprehension mainly indirectly via listening comprehension and reading fluency in Grade 1.These findings support the validity of the SVR model in the context of a transparent orthography, but they also show that the direct effect of reading fluency on reading comprehension wanes after the early school years.

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References

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Cited by

2020Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2 2019A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability 2018The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills 2021Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator

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