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Exploring the Utility of the Simple View of Reading in Irish Children Attending Schools in Areas Designated as Socially Disadvantaged

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Title: Exploring the Utility of the Simple View of Reading in Irish Children Attending Schools in Areas Designated as Socially Disadvantaged
Language: English
Authors: Lyons, Rena, Fives, Allyn, Kearns, Noreen, Canavan, John, Devaney, Carmel, Eaton, Pat
Source: Journal of Education and Training Studies. Apr 2013 1(1):204-220.
Availability: Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, At Risk Students, Reading Difficulties, Disadvantaged Youth, Economically Disadvantaged, Socioeconomic Status, Predictor Variables, Reading Skills, Accuracy, Spelling, Reading Comprehension, Age Differences, Children, Reading Ability, Standardized Tests, Phonemic Awareness, Phonics, Vocabulary, Knowledge Level, Multiple Regression Analysis
Geographic Terms: Ireland
Assessment and Survey Identifiers: Wechsler Individual Achievement Test
ISSN: 2324-805X
Abstract: Evidence suggests that children living in areas designated as socially disadvantaged may be at risk for literacy difficulties. The Simple View of Reading (Gough & Tunmer, 1986; Hoover &Gough, 1986) is a theoretical model that sets out to describe the processes that children need to develop to become proficient readers, that is word recognition or decoding processes and language comprehension processes. The overall aim of this study was to investigate the utility of the Simple View of Reading in a cohort of Irish children attending schools designated as socially disadvantaged. The objectives were twofold. The first objective was to investigate predictors of reading accuracy, spelling and reading comprehension skills in this sample. The second objective was to investigate whether or not these predictors varied with age. The sample comprised fifty-nine children attending two schools. Inclusion criteria were: children between the ages of 5-8 years; a sample of children within three ranges of reading abilities as rated by their teachers (teachers were asked to rate the children's reading ability as above average, average or below average); and a minimum score of 80 on the British Picture Vocabulary Scales (BPVS) (Dunn et al., 1997) to be included. Reading accuracy (single word reading and passage reading), reading comprehension, and spelling were measured using three standardised tests i.e., Weschler Individual Attainment Test 11[superscriptUK], Teachers Version (WIAT, 11[superscriptUK]-T) (Weschler, 2006), the York Assessment of Reading for Comprehension (YARC) (Snowling et al., 2009), and the Single Word Spelling Test (SWST), (Sacre & Masterson, 2000). Potential predictors of literacy skills, such as phonemic awareness and phonic knowledge skills, were measured using criterion-referenced tests. Vocabulary was also a potential predictor and was measured using the BPVS. There was mixed evidence for the Simple View of Reading. While phonic knowledge, phonemic knowledge and non-word reading were predictors of reading, other factors such as vocabulary were also predictors. Although vocabulary was a predictor of reading comprehension for the total sample, the picture was less clear when the effect of age was explored. To conclude, there was mixed evidence to support the Simple View of Reading. Nonetheless, the findings were encouraging in that children were acquiring literacy skills.
Abstractor: As Provided
Number of References: 63
Entry Date: 2015
Accession Number: EJ1054884
Database: ERIC
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  Data: Exploring the Utility of the Simple View of Reading in Irish Children Attending Schools in Areas Designated as Socially Disadvantaged
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  Data: Evidence suggests that children living in areas designated as socially disadvantaged may be at risk for literacy difficulties. The Simple View of Reading (Gough & Tunmer, 1986; Hoover &Gough, 1986) is a theoretical model that sets out to describe the processes that children need to develop to become proficient readers, that is word recognition or decoding processes and language comprehension processes. The overall aim of this study was to investigate the utility of the Simple View of Reading in a cohort of Irish children attending schools designated as socially disadvantaged. The objectives were twofold. The first objective was to investigate predictors of reading accuracy, spelling and reading comprehension skills in this sample. The second objective was to investigate whether or not these predictors varied with age. The sample comprised fifty-nine children attending two schools. Inclusion criteria were: children between the ages of 5-8 years; a sample of children within three ranges of reading abilities as rated by their teachers (teachers were asked to rate the children's reading ability as above average, average or below average); and a minimum score of 80 on the British Picture Vocabulary Scales (BPVS) (Dunn et al., 1997) to be included. Reading accuracy (single word reading and passage reading), reading comprehension, and spelling were measured using three standardised tests i.e., Weschler Individual Attainment Test 11[superscriptUK], Teachers Version (WIAT, 11[superscriptUK]-T) (Weschler, 2006), the York Assessment of Reading for Comprehension (YARC) (Snowling et al., 2009), and the Single Word Spelling Test (SWST), (Sacre & Masterson, 2000). Potential predictors of literacy skills, such as phonemic awareness and phonic knowledge skills, were measured using criterion-referenced tests. Vocabulary was also a potential predictor and was measured using the BPVS. There was mixed evidence for the Simple View of Reading. While phonic knowledge, phonemic knowledge and non-word reading were predictors of reading, other factors such as vocabulary were also predictors. Although vocabulary was a predictor of reading comprehension for the total sample, the picture was less clear when the effect of age was explored. To conclude, there was mixed evidence to support the Simple View of Reading. Nonetheless, the findings were encouraging in that children were acquiring literacy skills.
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  Data: EJ1054884
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 204
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Economically Disadvantaged
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Age Differences
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      – SubjectFull: Reading Ability
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Phonemic Awareness
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Multiple Regression Analysis
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      – SubjectFull: Ireland
        Type: general
      – SubjectFull: Wechsler Individual Achievement Test
        Type: general
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      – TitleFull: Exploring the Utility of the Simple View of Reading in Irish Children Attending Schools in Areas Designated as Socially Disadvantaged
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