| Title |
Vocabulary does not complicate the simple view of reading
|
|---|---|
| Published in |
Reading and Writing, December 2015
|
| DOI | 10.1007/s11145-015-9608-6 |
| Pubmed ID | |
| Authors |
David Braze, Leonard Katz, James S. Magnuson, W. Einar Mencl, Whitney Tabor, Julie A. Van Dyke, Tao Gong, Clinton L. Johns, Donald P. Shankweiler |
| Abstract |
Gough and Tunmer's (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer's original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC. |
X Demographics
The data shown below were collected from the profiles of 7 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 2 | 29% |
| Australia | 1 | 14% |
| Unknown | 4 | 57% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 5 | 71% |
| Scientists | 2 | 29% |
Mendeley readers
The data shown below were compiled from readership statistics for 166 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Sweden | 1 | <1% |
| Unknown | 165 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 27 | 16% |
| Student > Master | 19 | 11% |
| Researcher | 18 | 11% |
| Student > Doctoral Student | 18 | 11% |
| Lecturer | 11 | 7% |
| Other | 33 | 20% |
| Unknown | 40 | 24% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 43 | 26% |
| Social Sciences | 30 | 18% |
| Linguistics | 19 | 11% |
| Arts and Humanities | 10 | 6% |
| Neuroscience | 2 | 1% |
| Other | 6 | 4% |
| Unknown | 56 | 34% |
Attention Score in Context
This research output has an Altmetric Attention Score of 8. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 29 December 2019.
All research outputs
#4,435,614
of 25,002,811 outputs
Outputs from Reading and Writing
#128
of 822 outputs
Outputs of similar age
#64,071
of 373,892 outputs
Outputs of similar age from Reading and Writing
#4
of 24 outputs
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We're also able to compare this research output to 24 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 87% of its contemporaries.