ABSTRACT
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable ...importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self‐regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students’ reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.
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FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
This teaching tip outlines a comprehension strategy designed to support early primary students in reading to learn while learning to read. The strategy is born of the authors’ classroom practices and ...is designed to support young children in reading and understanding informational texts by facilitating close interactions between text and reader. Through its steps—Read, Stop, Think, Ask, Connect—the strategy supports beginning readers in recognizing and responding to the challenges that informational texts hold for reading and comprehending. The Read, Stop, Think, Ask, Connect strategy is designed to be used flexibly to account for the diversity of readers and of texts in early primary classrooms and encourages educators to consider students’ prior learning, text selection, and multimodal supports when connecting beginning readers with informational texts.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
This study investigates the extent to which students' use of different discussion strategies fosters a balance between attending to the technical elements of authored texts and responding ...empathetically. Because small‐group discussion is a common approach to literary study, the analysis focuses on two small‐group discussions of “Charlie Howard's Descent,” Mark Doty's poem about the murder of a young gay man by other young men in his community. The two discussions were parsed into episodes that were scored according to the extent that they displayed balance. Then, each student turn was analyzed in terms of the discussion strategies employed. The analysis suggests that the strategies of searching for meaning, contextualizing, and interpreting contribute to the most balanced readings. Noting author's craft can lead to overly technical readings, although it has the potential to be paired with other strategies to facilitate a more balanced discussion.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NMLJ, NUK, OILJ, PNG, SBCE, SBMB, UL, UM, UPUK
In the current study, we set out to investigate language control, which is the process that minimizes cross-language interference, during bilingual language comprehension. According to current ...theories of bilingual language comprehension, language-switch costs, which are a marker for reactive language control, should be observed. However, a closer look at the literature shows that this is not always the case. Furthermore, little to no evidence for language-mixing costs, which are a marker for proactive language control, has been observed in the bilingual language comprehension literature. This is in line with current theories of bilingual language comprehension, as they do not explicitly account for proactive language control. In the current study, we further investigated these two markers of language control and found no evidence for comprehension-based language-switch costs in six experiments, even though other types of switch costs were observed with the exact same setup (i.e., task-switch costs, stimulus modality-switch costs, and production-based language-switch costs). Furthermore, only one out of three experiments showed comprehension-based language-mixing costs, providing the first tentative evidence for proactive language control during bilingual language comprehension. The implications of the absence and occurrence of these costs are discussed in terms of processing speed and parallel language activation.
Public Significance Statement
This study indicates that switching languages, during bilingual language comprehension, is not always more difficult than staying in the same language. This indicates that bilinguals do not necessarily need to control for cross-language interference during bilingual language comprehension.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
•Students with specific reading comprehension difficulties (RCD) have deficits in inhibition and working memory.•Across two samples, students with RCD were significantly lower in cognitive ...flexibility than typically developing (TD) peers.•Students with RCD are less able to actively switch between letter-sound information and meaning of print than TD students.•Students with RCD showed no significant reading comprehension growth in response to regular reading instruction.•Supplemental cognitive flexibility intervention resulted in significant gains in reading comprehension for students with RCD.
Substantial research indicates decoding difficulties are a primary contributor to reading comprehension problems. Yet, far less is known about sources of reading comprehension problems when readers' decoding abilities are appropriate for grade level (i.e., specific reading comprehension difficulties; RCD). Executive functioning contributes uniquely to RCD beyond traditional predictors, such as decoding ability and vocabulary. However, of the three core executive functions, working memory and inhibition have received relatively more research attention than cognitive flexibility, even though readers with RCD typically focus inflexibly on decoding processes without attention to meaning. Two studies assessed the contribution of cognitive flexibility to RCD. Study 1 employed a matched sampling approach to examine general and reading-specific cognitive flexibility in 24 readers with RCD and 24 typically developing readers (from a pool of 140 students) at the end of 1st and 2nd grades. Readers with RCD were significantly lower in reading-specific cognitive flexibility than typically developing peers, even when decoding, verbal ability, nonverbal matrix reasoning ability, and vocabulary were controlled; a similar, though not significant, difference emerged for general, color-shape cognitive flexibility. Study 2 revealed a teacher-delivered cognitive flexibility intervention produced significant improvements in reading comprehension for students with RCD (n = 18) who had not shown significant growth prior to intervention; after intervention, their reading comprehension growth was comparable to typically developing controls (n = 21).
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
There is extensive evidence that people are sensitive to the statistical patterns of linguistic elements at the phonological, lexical, and syntactic levels. However, much less is known about how ...people classify referential events and whether they adapt to the most frequent types of references. Reference is particularly complex because referential tokens can be multiply categorized, raising questions about what can be learned through referential exposure. We test the role of linguistic exposure to referential patterns in five experiments on pronoun comprehension, examining linguistic contexts like "X is doing something with Y" (Experiments 1a, b, and c) and transfer events like "X gave something to Y" (Experiments 2a and b). We ask whether the interpretation of ambiguous he or she pronouns is influenced by recent exposure and find that indeed it is, supporting the hypothesis that adaptation affects discourse processing. In Experiment 1, we further ask whether adaptation persists across three types of referring expressions (he or she pronouns, I/you pronouns, and names) and find that it is limited to he or she pronouns. In Experiment 2, we test whether people can learn both syntactically conditioned and semantically conditioned frequency patterns with transfer verbs. Results showed that they learned both patterns. These results provide critical new evidence that discourse processing biases are informed by exposure to referential patterns.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Objective:
A broad range of tasks have been used to classify individuals with ADHD with reading comprehension difficulties. However, the inconsistency in the literature warrants a scoping review of ...current knowledge about the relationship between ADHD diagnosis and reading comprehension ability.
Method:
A comprehensive search strategy was performed to identify relevant articles on the topic. Thirty-four articles met inclusion criteria for the current review.
Results:
The evidence as a whole suggests reading comprehension is impaired in ADHD. The most prominent effect was found in studies where participants retell or pick out central ideas in stories. On these tasks, participants with ADHD performed consistently worse than typically developing controls. However, some studies found that performance in ADHD improved when reading comprehension task demands were low.
Conclusion:
Results suggest that performance in ADHD depends on the way reading comprehension is measured and further guide future work clarifying why there are such discrepant findings across studies.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Practitioners face many challenges when working with students who are experiencing difficulty with comprehension. The act of creating meaning with texts is complex, and comprehension is often ...measured in schools as a product of reading. Product assessments, such as answering questions or retelling a text, take place after reading, which makes it difficult to understand why and when a student may be experiencing difficulties. Using design-based research, the author examined the implementation of verbal protocols in classrooms as a formative assessment tool for comprehension. During this two-month study, three reading specialists drew on the landscape model of reading as a theoretical framework to better understand their students’ think-aloud statements. Findings indicated that reading specialists implemented verbal protocols as a formative assessment tool with diagnostic interpretation about their students’ reading difficulties and were able to use this information to effectively coach students on their reading processes.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
This study investigates whether prior knowledge indirectly affects intertextual comprehension performance through its effect on intratextual comprehension. The secondary data analysis used raw data ...from extant studies, all of which assessed these three aspects of multiple text comprehension (i.e., prior knowledge, intratextual comprehension, and intertextual comprehension). The results demonstrated that prior knowledge was a positive predictor of readers' abilities to integrate information across multiple texts, with this effect mediated by intratextual comprehension performance. Further, the mediated effect of prior knowledge on intertextual comprehension via intratextual comprehension was weaker when the measures reflected readers' ability to reproduce integrated ideas within and across reader-generated essays than when they reflected readers' abilities to recognize linkages among ideas distributed across multiple texts. The results uniquely contribute to the understanding of the complex relationship between individual differences and multiple text comprehension, with particular insights that this relationship may depend on the outcome measures that are used.
Prior knowledge has both a direct and an indirect influence on intertextual comprehension, with the latter mediated through intratextual comprehension. Moreover, the strength of this indirect influence depends on whether the comprehension measures required that readers identify or recreate valid inferences linking information within and across texts. The findings expand on understandings of the mechanisms involved in constructing integrated understandings from both single texts and multiple texts, and thus inform practitioners in the field. By recognizing the critical role of students' prior knowledge in comprehending both single and multiple texts, teachers can facilitate the learning process by developing more effective teaching strategies that underlie prior knowledge in intra- and inter-textual comprehension.
•Prior knowledge has both a direct and an indirect influence on intertextual comprehension.•This influence is mediated through intratextual comprehension.•This influence depends on the outcome measures that are used.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4th grade students. The research was ...designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade students who receive their education in 2012-2013 school year in a state school located in the province of Konya, Turkey. Teaching of the informative texts was carried out for 10 weeks based on the processual model in the experimental group, and based on the curriculum of Turkish course in the control group. As data collection tools, Reading Comprehension Test and Awareness Test of Informative Text Structures were used in the research. Mean, standard deviation, unpaired t-test, and one-way analysis of variance were used in the analyses of the study data. Results of the study have revealed that there are significant differences between the reading comprehension levels and awareness of informative text structures on behalf of the experimental group that learned informative texts through processual model.
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