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The identification and classification of struggling readers based on the simple view of reading
The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplaine...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9542070/ https://www.ncbi.nlm.nih.gov/pubmed/35766340 http://dx.doi.org/10.1002/dys.1719 |
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author | Sleeman, Mike Everatt, John Arrow, Alison Denston, Amanda |
author_facet | Sleeman, Mike Everatt, John Arrow, Alison Denston, Amanda |
author_sort | Sleeman, Mike |
collection | PubMed |
description | The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3–5 (8–10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods. |
format | Online Article Text |
id | pubmed-9542070 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-95420702022-10-14 The identification and classification of struggling readers based on the simple view of reading Sleeman, Mike Everatt, John Arrow, Alison Denston, Amanda Dyslexia Research Articles The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3–5 (8–10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods. John Wiley and Sons Inc. 2022-06-29 2022-08 /pmc/articles/PMC9542070/ /pubmed/35766340 http://dx.doi.org/10.1002/dys.1719 Text en © 2022 The Authors. Dyslexia published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made. |
spellingShingle | Research Articles Sleeman, Mike Everatt, John Arrow, Alison Denston, Amanda The identification and classification of struggling readers based on the simple view of reading |
title | The identification and classification of struggling readers based on the simple view of reading |
title_full | The identification and classification of struggling readers based on the simple view of reading |
title_fullStr | The identification and classification of struggling readers based on the simple view of reading |
title_full_unstemmed | The identification and classification of struggling readers based on the simple view of reading |
title_short | The identification and classification of struggling readers based on the simple view of reading |
title_sort | identification and classification of struggling readers based on the simple view of reading |
topic | Research Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9542070/ https://www.ncbi.nlm.nih.gov/pubmed/35766340 http://dx.doi.org/10.1002/dys.1719 |
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