Validation of Simple View of Reading in Spanish

Validation of Simple View of Reading in Spanish

First Author: Milagros Tapia Montesinos -- Universidad de Piura
Additional authors/chairs: 
Gerardo Aguado; Juan C. Ripoll
Keywords: Decoding, Linguistic Comprehension, Reading comprehension, Spanish
Abstract / Summary: 

Milagros Tapia ( / Universidad de Navarra)
Gerardo Aguado ( / Universidad de Navarra)
Juan C. Ripoll ( /Colegio Santa Maria la Real)

The simple view of reading (SVR) describes reading comprehension as the product of decoding and language comprehension. A number of studies have examined the SVR in English, but to our knowledge, no studies have been conducted in Spanish. The aim of the study is to test the validity of SVR in Spanish.

A sample of 95 Peruvian children from first grade was assessed individually on a battery of decoding and language comprehension related skills measures after seven months of formal instruction in reading.

Results showed that reading fluency (mean of reading time of words, pseudowords and a text of punctuation marks of a Battery for Reading Processes Assessment PROLEC-R) and language comprehension measures (Vocabulary of WISC-IV, Concepts and Following Directions of CELF-4, Oral Comprehension of PROLEC-R) explained 50% of the variance in reading comprehension. Further, we also found four clusters of skills related to reading comprehension: decoding (accuracy and fluency in different subtests of PROLEC-R), language comprehension (Vocabulary of WISC IV, Concepts and Following Directions and Sentence Structure of CELF – 4, and Oral Comprehension of PROLEC-R), working memory (digit span and letter-number sequencing of WISC-IV), and phonological memory (pseudoword repetition task, that could be considered as a predictor of decoding). Regression analyses showed that fluency and some language comprehension tasks contributed more to reading comprehension.

Unlike SVR findings in English, we found the important role of fluency in reading comprehension in Spanish due to the transparent nature of the language.