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Reconsidering the simple view of reading in an intriguing case of equivalent models

Title: Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012).
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Name(s): Wagner, Richard K, author
Herrera, Sarah K, author
Spencer, Mercedes, author
Quinn, Jamie M, author
Type of Resource: text
Genre: Text
Date Issued: 2015-03-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing that one component of oral language comprehension (vocabulary) affects decoding. They reported results from hierarchical regression analyses, exploratory factor analysis, and structural equation modeling to justify their conclusion. Their structural equation modeling results provided the strongest and most direct test of their alternative view. However, they incorrectly specified their simple view model. When correctly specified, the simple view of reading model and an alternative model in which listening comprehension affects decoding provide identically good fits to the data. This results from the fact that they are equivalent models. Although Tunmer and Chapman's results do not support their assertion that a model in which oral language comprehension affects decoding provides a better fit to their data, the presence of equivalent models provides an ironic twist: The mountain of evidence that supports the simple view of reading provides equivalent support to their alternative interpretation. Additional studies are needed to differentiate these two theoretical accounts.
Identifier: FSU_pmch_25095787 (IID), 10.1177/0022219414544544 (DOI), PMC4318790 (PMCID), 25095787 (RID), 25095787 (EID), 0022219414544544 (PII)
Keywords: Comprehension, Individual difference predictors of reading, Quantitative, Reading, Research method
Grant Number: P50 HD052120, P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4318790.
Subject(s): Child Development/physiology
Humans
Language
Reading
Recognition (Psychology)/physiology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25095787
Owner Institution: FSU
Is Part Of: Journal of learning disabilities.
1538-4780
Issue: iss. 2, vol. 48

Choose the citation style.
Wagner, R. K., Herrera, S. K., Spencer, M., & Quinn, J. M. (2015). Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). Journal Of Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25095787