The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

[1]  L. Verhoeven,et al.  Prediction of the development of reading comprehension: A longitudinal study. , 2008 .

[2]  Kelly B. Cartwright,et al.  Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children , 2002 .

[3]  D. Greenberg,et al.  Augmenting the Simple View of Reading for Struggling Adult Readers: A Unique Role for Background Knowledge , 2018 .

[4]  Mark S. Seidenberg,et al.  Lost in Translation? Challenges in Connecting Reading Science and Educational Practice , 2020, Reading Research Quarterly.

[5]  Ellen Irén Brinchmann,et al.  Preschool pathways to reading comprehension: A systematic meta-analytic review , 2020, Educational Research and Reviews.

[6]  P. A. Weaver Improving Reading Comprehension: Effects of Sentence Organization Instruction. , 1979 .

[7]  Laurie E Cutting,et al.  The Contribution of Executive Skills to Reading Comprehension , 2009, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.

[8]  Hugh W. Catts,et al.  Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities , 2003, Journal of learning disabilities.

[9]  Christopher Schatschneider,et al.  A latent variable approach to the simple view of reading , 2012 .

[10]  Margaret J. Snowling,et al.  Beyond phonological skills: broader language skills contribute to the development of reading , 2004 .

[11]  W. Warde,et al.  THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX , 2000 .

[12]  L. Archibald,et al.  The contribution of cognitive flexibility to children's reading comprehension - the case for Danish , 2018, Journal of Research in Reading.

[13]  G. Hancock,et al.  Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension , 2021 .

[14]  Alison M. Mitchell,et al.  The effect of vocabulary knowledge on novel word identification , 2013, Annals of dyslexia.

[15]  J. Guthrie,et al.  Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents. , 2014, Reading research quarterly.

[16]  Amanda P. Goodwin,et al.  A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties , 2010, Annals of dyslexia.

[17]  Jessica A. Brown,et al.  The Effects of Text Structure Instruction on Expository Reading Comprehension: A Meta-Analysis , 2016 .

[18]  K. Cartwright,et al.  The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers' language comprehension and later reading awareness and comprehension in elementary school. , 2016, Journal of experimental child psychology.

[19]  R. Joshi,et al.  The componential model of reading in bilingual learners. , 2020 .

[20]  D. Follmer Executive Function and Reading Comprehension: A Meta-Analytic Review , 2018 .

[21]  Laurie E. Cutting,et al.  Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured , 2006 .

[22]  Kelly B. Cartwright,et al.  Contributions of Executive Function and Cognitive Intrinsic Motivation to University Students’ Reading Comprehension , 2020, Reading Research Quarterly.

[23]  R. Joshi,et al.  Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading , 2008, Journal of learning disabilities.

[24]  J. Lysaker,et al.  Reading and Social Imagination: What Relationally Oriented Reading Instruction Can Do for Children , 2011 .

[25]  R. Joshi The Componential Model of Reading (CMR): Implications for Assessment and Instruction of Literacy Problems , 2019, Reading Development and Difficulties.

[26]  Hugh W. Catts,et al.  The Connections between Language and Reading Disabilities , 2005 .

[27]  Gene Ouellette,et al.  A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story , 2010 .

[28]  Amanda P. Goodwin,et al.  A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children , 2013 .

[29]  Michael J. Kieffer,et al.  Roles of Attention Shifting and Inhibitory Control in Fourth‐Grade Reading Comprehension , 2013 .

[30]  Paula J. Schwanenflugel,et al.  Lexical prosody as an aspect of oral reading fluency , 2017 .

[31]  Amy M. Elleman Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review , 2017 .

[32]  Ruth Fielding-Barnsley,et al.  Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. , 1995 .

[33]  Philip B. Gough,et al.  The simple view of reading , 1990 .

[34]  Amy M. Elleman,et al.  Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children With Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements , 2016, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

[35]  Kelly B. Cartwright,et al.  Cognitive flexibility deficits in children with specific reading comprehension difficulties , 2017 .

[36]  Panayiota Kendeou,et al.  The Role of Executive Functions in Reading Comprehension , 2017, Educational Psychology Review.

[37]  Nell K. Duke,et al.  The DRIVE Model of Reading: Making the Complexity of Reading Accessible , 2019, The Reading Teacher.

[38]  Jia Liu,et al.  Neural correlates of semantic and phonological processing revealed by functional connectivity patterns in the language network , 2018, Neuropsychologia.

[39]  Kate Cain,et al.  Decoding and Reading Comprehension , 2014 .

[40]  R. Savage,et al.  The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis , 2020, Educational Psychology Review.

[41]  Jeffrey R. Harring,et al.  Fluency Has a Role in the Simple View of Reading , 2013 .

[42]  J. Last,et al.  Continuing education for general practitioners working in rural practice: a review of the literature , 2018, Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors.

[43]  C. Snow Simple and Not-So-Simple Views of Reading , 2018, Remedial and Special Education.

[44]  Philip B. Gough,et al.  Decoding, Reading, and Reading Disability , 1986 .

[45]  David J. Chard,et al.  Fluency: Bridge Between Decoding and Reading Comprehension , 2005 .

[46]  F. Conners Attentional control and the Simple View of reading , 2009 .

[47]  Hugh W. Catts,et al.  Should the Simple View of Reading Include a Fluency Component? , 2006 .

[48]  R. Azevedo,et al.  Testing and refining the direct and inferential mediation model of reading comprehension , 2007 .

[49]  J. Karbach,et al.  Effects of game-based and standard executive control training on cognitive and academic abilities in elementary school children. , 2020, Developmental science.

[50]  P. Sleegers,et al.  Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis , 2018, Educational Psychology Review.

[51]  David N. Rapp,et al.  Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension , 2005 .

[52]  Paulina A. Kulesz,et al.  Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12 , 2016 .

[53]  K. Dahlin Effects of working memory training on reading in children with special needs , 2011 .

[54]  R. Johnston,et al.  The effect of phonics instruction on the reading comprehension of beginning readers , 2001 .

[55]  T. Shanahan,et al.  Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis , 2001 .

[56]  George K. Georgiou,et al.  Revisiting the “Simple View of Reading” in a Group of Children With Poor Reading Comprehension , 2009, Journal of learning disabilities.

[57]  Linnea C. Ehri,et al.  Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning , 2014 .

[58]  Elizabeth L. Tighe,et al.  Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI) , 2017, Journal of educational psychology.

[59]  David N. Rapp,et al.  Simple but complex: components of the simple view of reading across grade levels , 2009 .

[60]  Sonia Q. Cabell,et al.  Building Content Knowledge to Boost Comprehension in the Primary Grades , 2020 .

[61]  D. Deshler,et al.  What is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools? , 2009 .

[62]  Ivar Bråten,et al.  Decoding, knowledge, and strategies in comprehension of expository text. , 2005, Scandinavian journal of psychology.

[63]  K. A. Williams,et al.  Not All Reading Disabilities Are Alike , 1999, Journal of learning disabilities.

[64]  J. Cromley,et al.  Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension. , 2010 .

[65]  Stephen R. Burgess,et al.  Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years , 2018, Remedial and Special Education.

[66]  Sheila W. Valencia,et al.  Below the Bar: Profiles of Students who Fail State Reading Assessments , 2002 .

[67]  Kit‐ling Lau,et al.  Reading engagement and reading literacy performance: effective policy and practices at home and in school , 2018, Journal of Research in Reading.

[68]  Steven A. Stahl,et al.  Teaching Children to Become Fluent and Automatic Readers , 2006, Journal of literacy research : JLR.

[69]  Anne E. Cunningham,et al.  Explicit versus Implicit Instruction in Phonemic Awareness. , 1990 .

[70]  Rebecca A. Dore,et al.  Theory of Mind: a Hidden Factor in Reading Comprehension? , 2018, Educational Psychology Review.

[71]  Sharon Vaughn,et al.  The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014 , 2017, Journal of learning disabilities.

[72]  A. Gottardo,et al.  Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension , 2018 .

[73]  T. Hogan,et al.  On the importance of listening comprehension , 2014, International journal of speech-language pathology.

[74]  Paulina A. Kulesz,et al.  Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi) , 2018, Remedial and special education : RASE.

[75]  George K. Georgiou,et al.  Direct and indirect effects of executive function on reading comprehension in young adults , 2018 .

[76]  Gina N. Cervetti,et al.  A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension , 2017 .

[77]  HyeJin Hwang Early General Knowledge Predicts English Reading Growth in Bilingual and Monolingual Students throughout the Elementary Years , 2020, The Elementary School Journal.

[78]  James A. Bovaird,et al.  Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison , 2018, Reading and Writing.

[79]  Robert Savage,et al.  Revisiting the simple view of reading. , 2009, The British journal of educational psychology.

[80]  Wesley A. Hoover,et al.  The Simple View of Reading: Three Assessments of Its Adequacy , 2018, Remedial and Special Education.

[81]  Kerry Danahy Ebert,et al.  Bringing the Simple View of Reading to the clinic: Relationships between oral and written language skills in a clinical sample. , 2016, Journal of communication disorders.

[82]  S. Kohnen,et al.  Sight Word and Phonics Training in Children With Dyslexia , 2015, Journal of learning disabilities.

[83]  K. Murata Unanswered questions: cultural assumptions in text interpretation , 2007 .

[84]  Gina N. Cervetti,et al.  How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading , 2020 .

[85]  Adrea J. Truckenmiller,et al.  Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade , 2017, Journal of research on educational effectiveness.

[86]  Yvonne R. Bell,et al.  Culturally Relevant Reading Material as Related to Comprehension and Recall in African American Children , 1998 .

[87]  Kelly B. Cartwright,et al.  Near- and far-transfer effects of an executive function intervention for 2nd to 5th-grade struggling readers , 2020 .

[88]  Carla K. Meyer,et al.  The Simple View, Instructional Level, and the Plight of Struggling Fifth-/Sixth-Grade Readers , 2017 .

[89]  Robert Pritchard,et al.  The Effects of Cultural Schemata on Reading Processing Strategies. , 1990 .

[90]  Thomas E. Scruggs,et al.  Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis , 2010 .

[91]  Clinton L. Johns,et al.  Vocabulary does not complicate the simple view of reading , 2015, Reading and Writing.

[92]  E. Kameenui,et al.  An Investigation of Children’s Ability to Comprehend Character Motives , 1988 .

[93]  Devin M. Kearns,et al.  The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud? , 2019, Journal of Educational Psychology.

[94]  Young-Suk Kim,et al.  Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) , 2017 .

[95]  A. Hund,et al.  Reading-Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years , 2016 .

[96]  Shayne B. Piasta,et al.  Increasing young children's contact with print during shared reading: longitudinal effects on literacy achievement. , 2012, Child development.

[97]  S. Petrill,et al.  Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs. , 2016, Developmental science.

[98]  Susanne M. Jaeggi,et al.  Working memory training improves reading processes in typically developing children , 2012, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.

[99]  Laurie E. Cutting,et al.  Prefrontal mediation of the reading network predicts intervention response in dyslexia , 2018, Cortex.

[100]  B. Foorman,et al.  How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9? , 2020 .

[101]  Maria Papadopoulou,et al.  Reading Strategies Versus Reading Skills: Two Faces of the Same Coin , 2012 .

[102]  Lesly Wade-Woolley,et al.  Children’s morphological awareness and reading ability , 2012 .

[103]  Nell K. Duke,et al.  Implications of the DRIVE Model of Reading: Making the Complexity of Reading Actionable , 2019, The Reading Teacher.

[104]  Laura M. Stapleton,et al.  Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models? , 2020 .

[105]  A. Magnan,et al.  Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties , 2017, Journal of learning disabilities.

[106]  Charles A. Perfetti,et al.  Word Knowledge in a Theory of Reading Comprehension , 2014 .

[107]  Jan C. Frijters,et al.  Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. , 2000 .

[108]  H. Catts The Simple View of Reading: Advancements and False Impressions , 2018, Remedial and Special Education.

[109]  K. Nation Children’s reading difficulties, language, and reflections on the simple view of reading , 2019, Australian Journal of Learning Difficulties.

[110]  Laura M. Stapleton,et al.  Direct and indirect effects of executive functions, reading engagement, and higher order strategic processes in the reading comprehension of Dual Language Learners and English Monolinguals , 2020 .

[111]  Monica Melby-Lervåg,et al.  Is working memory training effective? A meta-analytic review. , 2013, Developmental psychology.

[112]  Dongbo Zhang,et al.  The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English , 2020, Reading Research Quarterly.

[113]  Kelly B. Cartwright,et al.  Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model , 2021, Developmental Review.

[114]  Melanie R. Kuhn,et al.  Review of Research: Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency , 2010 .

[115]  Kate Cain,et al.  Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. , 2011 .

[116]  P. David Pearson,et al.  Clarifying Differences Between Reading Skills and Reading Strategies , 2008 .

[117]  J. Chapman,et al.  The Simple View of Reading Redux , 2012, Journal of learning disabilities.

[118]  Ludo Verhoeven,et al.  Developmental Relations Between Reading Comprehension and Reading Strategies , 2017 .

[119]  L. Verhoeven,et al.  How executive functions contribute to reading comprehension , 2020, The British journal of educational psychology.