The identification and classification of struggling readers based on the simple view of reading

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dc.citation.issue3
dc.citation.volume28
dc.contributor.authorSleeman M
dc.contributor.authorEveratt J
dc.contributor.authorArrow A
dc.contributor.authorDenston A
dc.coverage.spatialEngland
dc.date.available2022-08
dc.date.available2022-06-14
dc.date.issued2022-08
dc.description.abstractThe 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.
dc.description.publication-statusPublished
dc.format.extent256 - 275
dc.identifierhttps://www.ncbi.nlm.nih.gov/pubmed/35766340
dc.identifier.citationDyslexia, 2022, 28 (3), pp. 256 - 275
dc.identifier.doi10.1002/dys.1719
dc.identifier.eissn1099-0909
dc.identifier.elements-id454389
dc.identifier.harvestedMassey_Dark
dc.identifier.urihttps://hdl.handle.net/10179/17816
dc.languageeng
dc.publisherJohn Wiley & Sons Ltd
dc.relation.isPartOfDyslexia
dc.subjectassessment
dc.subjectdyslexia
dc.subjectsimple view of reading
dc.subjectspecific comprehension difficulty
dc.subjectChild
dc.subjectComprehension
dc.subjectDyslexia
dc.subjectHumans
dc.subjectLanguage Tests
dc.subjectPhonetics
dc.subjectReading
dc.subject.anzsrc1303 Specialist Studies in Education
dc.subject.anzsrc1701 Psychology
dc.subject.anzsrc1702 Cognitive Sciences
dc.titleThe identification and classification of struggling readers based on the simple view of reading
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/Institute of Education
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