The Simple View of Reading (SVR) model was investigated in Italian beginner readers to address the following research questions: (a) does listening comprehension play a stronger role in reading comprehension than reading accuracy and fluency in the initial stages of literacy?; (b) what is the role of vocabulary within the SVR framework? First graders (N = 149; mean age = 6;3) were assessed at the beginning (T1; no formal instruction) and end (T2; after 6 months) of the school year. Vocabulary breadth and depth, and non-verbal reasoning were assessed at T1. Reading and listening comprehension, accuracy and fluency for non-words and words were assessed at T2. Structural equation models showed that (a) listening comprehension had a stronger relation with reading comprehension than reading accuracy and fluency at T2; (b) vocabulary breadth and depth at T1 accounted for reading comprehension through listening comprehension at T2. Findings supported the relevance of listening comprehension and vocabulary, and of interventions on these skills, for reading comprehension in beginner readers of a highly transparent orthography.

The Simple View of Reading in Italian beginner readers: Converging evidence and open debates on the role of the main components

Florit, Elena
Writing – Original Draft Preparation
;
2022-01-01

Abstract

The Simple View of Reading (SVR) model was investigated in Italian beginner readers to address the following research questions: (a) does listening comprehension play a stronger role in reading comprehension than reading accuracy and fluency in the initial stages of literacy?; (b) what is the role of vocabulary within the SVR framework? First graders (N = 149; mean age = 6;3) were assessed at the beginning (T1; no formal instruction) and end (T2; after 6 months) of the school year. Vocabulary breadth and depth, and non-verbal reasoning were assessed at T1. Reading and listening comprehension, accuracy and fluency for non-words and words were assessed at T2. Structural equation models showed that (a) listening comprehension had a stronger relation with reading comprehension than reading accuracy and fluency at T2; (b) vocabulary breadth and depth at T1 accounted for reading comprehension through listening comprehension at T2. Findings supported the relevance of listening comprehension and vocabulary, and of interventions on these skills, for reading comprehension in beginner readers of a highly transparent orthography.
2022
Simple view of reading; reading comprehension; first graders; Italian
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1034458
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