THE COMPONENT MODEL OF READING: SIMPLE VIEW
OF READING MADE A LITTLE MORE COMPLEX
R. MALATESHA JOSHI and P. G. AARON
The simple view of reading indicates that reading comprehension skill depends on decoding skills and linguistic comprehension (Gough & Tunmer, 1986; Hoover & Gough 1990). First study that analyzes the efficiency of the two formulas: R = D × C (Hoover and Gough, 1990) and R = D + C (Dreyer and Katz, 1992).The second study presents that analyzes by adding a factor or speed of processing into the simple view of reading formula increases ability to predict reading comprehension.
Reading comprehension as the process of Decoding multiplies by linguistic comprehension (D × C). The models proposed by Gough and Tunmer (1986) and by
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First of all, the simple view of reading is perhaps the most highly cited and used framework for describing the processes and skills involved during reading comprehension (Gough &Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000; Tunmer & Chapman, 2012). Secondly, from the cognitive perspective of learning to read, reading comprehension (or, simply, reading) is the ability to construct linguistic meaning from written representations of language (Gough & Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000). Thirdly, decoding is the core of reading skill is the ability to identify individual words quickly and accurately (Ehri, 1998; Gough & Tunmer, 1986; Hoover & Gough, 1990; Tunmer & James 2012; McNeill & Everatt, 2013). Finally, the simple view of reading also has important implications for reading disability (Gough and Tunmer 1986; and Hoover & Gough …show more content…
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Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
Children with reading disabilities differ from children that read typically in their use of morphological forms. This view has been supported by multiple studies that review the relationship between reading and morphology (Carlisle, J., & Stone, C. 2005; Nagy, W., Berninger, V., & Abbott, R. 2006; Reed, D. 2008; Kuo, L. & Anderson, R. 2006). Morphology has been linked to reading ability, as has phonology, for many years. Traditionally reading ability, or disability, is detected by the student’s strength with phonology(Crisp, J.& Lambon Ralph, M. 2006; Marshall, C. & van der Lely, H. 2007;), yet many recent studies have indicated that morphological awareness can play a key role in the detection and intervention of reading disability, especially as the student gets older (Nagy, W., Berninger, V., & Abbott, R. 2006; McCutchen, D., Green, L., & Abbott, R.2008; Rabin, J., & Deacon, H.2008). In this literature review, we will discuss morphological use and its connection to reading ability, the connection between phonology and reading, and the importance of morphological form usage as an indicator of reading ability. Finally, we will discuss the focus of this research, its purpose, significance, and research questions.
The Fry sight-Word Inventory provides a 1000 word list in order of difficulty. During the assessment the student performed at a lower level. She said many of the words in the second and third grade set of 100 words incorrect. There were quite a number of hesitation and fixes, which was an indicator that these were not sight words for her. Decoding and analysis strategies were applied, which made her hesitate on words. I noticed as she read that she was confused with words that had “ro”, like “from” and would switch the letters around when she pronounced it. So indtead of “from” she would say “form”.
Torgesen. J, Wagner.R, Rashotte. C, Burgess. S & Hecht. S . (1997). Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children. Scientific Studies of Reading. 1 (2), 161-185.
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
As previously mentioned, I would like to learn more about the benefits of daily reading, conduction aphasia, phonological awareness, and visual information. Simultaneously, I would like to research other kinds of repeated learning activities, besides Reading Theater, that could help a student develop automaticity. Additionally, I would like to learn more about neuroplasticity. This topic captured my attention because I had no idea that the brain had the ability to physically change. Towards the middle of the article, Frey and Fisher focus on the importance of providing quality read instruction to children with several disabilities. Therefore, I would like to learn more about what kind of instruction should be given and how to maximize learning opportunities for children with
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
5. Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal Of Educational Psychology, 107(2), 321-331.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Reading and the ability to comprehend has become a phenomenon that has attracted professionals throughout the globe. It is fascinating that humans have the ability to integrate the information perceived through one’s senses with previously acquired knowledge. The attainment of information through reading is extensive, however, researchers are exploring whether reading at a rapid speed will result in decreased comprehension. Using the McLelland and Rumelhart model (1981), this essay will discuss whether one is able to learn to read at a faster speed and whilst still understand and remembering what has been read. Furthermore, this essay will explore the validity of increasing comprehension when reading at a faster rate as well as the positive