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<!DOCTYPE html> <html> <head> <script async src="https://www.googletagmanager.com/gtag/js?id=G-Q61Y5YWXL4"></script><script>window.dataLayer=window.dataLayer || [];function gtag(){dataLayer.push(arguments);}gtag('js',new Date());gtag('config','G-Q61Y5YWXL4',{'ericID':'ED608657'});</script><title>ERIC - ED608657 - Unpacking the Simple View of Reading for Struggling Adult Readers, Grantee Submission, 2020-Nov-6</title><meta name="description" content="The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. The current study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. Additionally, the interaction between the SVR components did not uniquely"><meta name="citation_abstract" content="The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. The current study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. Additionally, the interaction between the SVR components did not uniquely"> <meta name="eric #" content="ED608657" /> <meta name="citation_title" content="Unpacking the Simple View of Reading for Struggling Adult Readers." /> <meta name="citation_author" content="Talwar, Amani" /> <meta name="citation_author" content="Greenberg, Daphne" /> <meta name="citation_author" content="Tighe, Elizabeth L." /> <meta name="citation_author" content="Li, Hongli" /> <meta name="citation_pdf_url" content="http://files.eric.ed.gov/fulltext/ED608657.pdf" /> <meta name="descriptors" content="Reading Difficulties; Adults; Reading Comprehension; Decoding (Reading); Oral Language; Vocabulary; Comprehension; Listening Comprehension; Foreign Countries" /> <meta name="citation_keywords" content="Reading Difficulties; Adults; Reading Comprehension; Decoding (Reading); Oral Language; Vocabulary; Comprehension; Listening Comprehension; Foreign Countries" /> <meta name="citation_journal_title" content="Grantee Submission" /> <meta name="citation_publication_date" content="2020/11/06" /> <meta name="citation_issn" content="EISSN-" /> <meta name="citation_language" content="en" /> <meta name="languages" content="English" /> <meta name="source" content="Non-Journal" /> <meta name="sponsors" content="Institute of Education Sciences (ED)" /> <meta name="grant_or_contract_number" content="R305C120001" /> <meta name="page-topic" content="Reading Difficulties; Adults; Reading Comprehension; Decoding (Reading); Oral Language; Vocabulary; Comprehension; Listening Comprehension; Foreign Countries" /> <meta name="page-type" content="" /> <meta name="rating" content="All" /><link rel="shortcut icon" href="favicon.ico" type="image/x-icon" /><link rel="stylesheet" href="css/eric.css?v=0.9" media="all"><link rel="image_src" href="img/icon_fbshare.png"><script type="text/javascript" src="js/jquery-3.5.1.min.js"></script><script type="text/javascript" src="js/respond.min.js"></script><script type="text/javascript" src="js/eric.js?v=0.8"></script> <script type="text/javascript">$(function() {dser();});</script> </head> <body id="bdyMain"> <div id="main"> <div id="actionbar"><a href="?note">Notes</a><a href="?faq">FAQ</a><a href="?contact">Contact Us</a></div><div id="logo"><a href="?" id="aHome" title="ERIC Home"><img src="img/eric_results.png" id="imgLogo" alt="ERIC - Institute of Education Sciences" /></a></div> <div id="sbar"> <form id="f"> <div> <div id="tab1" class="sTab"><span>Collection</span></div> <div id="tab1b" class="sTab"><a href="#thesaurus">Thesaurus</a></div> <a id="atips" href="?advanced">Advanced<br />Search Tips</a> <input id="s" type="text" name="q" placeholder="Search education resources" /> <input type="submit" value="Search" /> </div> <div id="sopt"> <label><input type="checkbox" name="pr" /> Peer reviewed only</label> <label><input type="checkbox" name="ft" /> Full text available on ERIC</label> </div> </form> <form id="ft" style="display:none"> <div> <div id="tab2b" class="sTab"><a href="#collection">Collection</a></div> <div id="tab2" class="sTab"><span>Thesaurus</span></div> <a id="attips" href="?ti=all">Browse<br />Thesaurus</a> <input id="st" type="text" name="qt" placeholder="Search thesaurus descriptors" /> <input type="submit" value="Search" /> </div> <div id="soptt"> <label><input type="checkbox" name="ts" /> Include Synonyms</label> <label><input type="checkbox" name="td" /> Include Dead terms</label> </div> </form> </div> <div id="i"><div id="details" class="record"><div><a href="?q=%22R305C120001%22" style="font-size:0.8em;">Back to results</a></div><div id="r_colR"><div class="r_f"><img src="img/reviewed_large.png" alt="Peer reviewed" /> Peer reviewed<br /><a href="http://files.eric.ed.gov/fulltext/ED608657.pdf" target="_blank"><img src="img/pdficon_large.png" alt="PDF on ERIC" /> Download full text</a><br /><a target="_blank" title="https://doi.org/10.1177/0022219420979964" href="?redir=https%3a%2f%2fdoi.org%2f10.1177%2f0022219420979964"><img src="img/directLink.png" alt="Direct link" />Direct link</a><br /></div><div style="font-size:0.8em;padding-top:4px;padding-left:8px"><div><strong>ERIC Number:</strong> ED608657</div><div><strong>Record Type:</strong> Non-Journal</div><div><strong>Publication Date:</strong> 2020-Nov-6</div><div><strong>Pages:</strong> 44</div><div><strong>Abstractor:</strong> As Provided</div><div><strong>ISBN:</strong> N/A</div><div><strong>ISSN:</strong> EISSN-</div><div><strong>EISSN:</strong> N/A</div></div></div><div class="title">Unpacking the Simple View of Reading for Struggling Adult Readers</div><div class="r_a"><div style="margin:0;padding:4px 0">Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli</div><div style="margin:0;color:#222;"><cite>Grantee Submission</cite></div></div><div><div style="margin-right:232px"><div class="abstract">The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. The current study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. Additionally, the interaction between the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed. [This is the in press version of a paper that will be published in "Journal of Learning Disabilities."]</div><div class="keywords">Descriptors: <a href="?ti=Reading+Difficulties">Reading Difficulties</a>, <a href="?ti=Adults">Adults</a>, <a href="?ti=Reading+Comprehension">Reading Comprehension</a>, <a href="?ti=Decoding+(Reading)">Decoding (Reading)</a>, <a href="?ti=Oral+Language">Oral Language</a>, <a href="?ti=Vocabulary">Vocabulary</a>, <a href="?ti=Comprehension">Comprehension</a>, <a href="?ti=Listening+Comprehension">Listening Comprehension</a>, <a href="?ti=Foreign+Countries">Foreign Countries</a></div><div style="font-style:italic;font-size:0.9em"></div></div></div><div class="clear"></div><div class="sInfo"><div><div><strong>Publication Type:</strong> Reports - Research</div><div><strong>Education Level:</strong> N/A</div><div><strong>Audience:</strong> N/A</div><div><strong>Language:</strong> English</div><div><strong>Sponsor:</strong> Institute of Education Sciences (ED)</div><div><strong>Authoring Institution:</strong> N/A</div><div><strong>Identifiers - Location:</strong> Canada; United States</div><div><strong>Identifiers - Assessments and Surveys:</strong> Woodcock Johnson Tests of Achievement; Clinical Evaluation of Language Fundamentals</div><div><strong>IES Funded:</strong> Yes</div><div><strong>Grant or Contract Numbers:</strong> <a target="_blank" title="https://ies.ed.gov/funding/grantsearch/details.asp?ID=1343" href="https://ies.ed.gov/funding/grantsearch/details.asp?ID=1343">R305C120001</a></div></div></div><div class="clear" style="margin:0"></div></div></div> <div id="divFooter"><div id="ftrPadding"><div id="ftr"><div id="ftrSocial"> <a href="http://www.facebook.com/SearchEduResources" id="facebook" style="padding-bottom:5px"><img src="img/icon_facebook.gif" alt="Facebook" width="16" height="16" border="0"></a> <a href="http://www.twitter.com/ERICinfo" id="twitter"><img src="img/icon_twitter.gif" alt="Twitter" width="16" height="16" border="0"></a></div><div id="ftrLogos"><a href="http://www.ed.gov"><img src="img/logo_ed.gif" alt="Department of Education"></a><a href="http://ies.ed.gov"><img src="img/logo_ies.gif" alt="Institute of Education Statistics"></a></div><div id="centerLinks"><a href="?privacy">Privacy</a> | <a href="?copyright">Copyright</a> | <a href="?contact">Contact Us</a> | <a href="?selection">Selection Policy</a> | <a href="?api">API</a> | <a href="metrics">Metrics</a><div><a href="?journals">Journals</a> | <a href="?nonjournals">Non-Journals</a> | <a href="?download">Download</a> | <a href="submit">Submit</a> | <a href="?multimedia">Multimedia</a> | <a href="?widget">Widget</a></div></div></div><script id="_fed_an_ua_tag" language="javascript" type="text/javascript" src="/js/Universal-Federated-Analytics-Min.js?pga4=55622235&agency=ED&subagency=ERIC"></script></div></div> </div> <script type="text/javascript">//<![CDATA[ if(self!=top) {top.location=self.location;} //]]></script> </body> </html>