2015/12/17 by David Braze, Leonard Katz, James S. Magnuson +6 · 2 citations
Mathematics · Neuroscience · Psychology · #Cognitive and developmental aspects of mathematical skills #Neurobiology of Language and Bilingualism #Reading and Literacy Development
paper · pdf · doi:10.1007/s11145-015-9608-6
openalex publication_date 2015/12/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
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.