Simple View Of Reading
Overall purpose(s) of the study, and research question(s): The purpose of this study was to expand the Simple View of Reading to fit the descriptions of ELLs. It is significant to assess what cognitive processes help ELLs in reading comprehension and fluency that is not explicitly stated in the Simple View of Reading, into a model of the expanded view of reading.
Methodology: Participants of this longitudinal study included 308 ELLs in 35 classrooms across 12 schools in Canada. The measures were first grade phonological awareness, naming speed, and listening comprehension; second grade word-level reading skills; and third grade reading comprehension and reading fluency. In each of these grades, students were divided into three cohorts relative
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ELLs were instructed to delete or isolate one syllable morphemes for a maximum of five errors. The other assessment for phonological awareness was the Oddity Task; students listened to three CVC pseudowords and had to tell which one was different in the set. Each set was played twice on a tape recorder. There were three for practice and another 19 for scoring. In the Rapid Automatized Naming tests, the letter naming and object naming subtests were used. It tapped into a child’s lower level thinking skills by having them quickly read five high frequency letters or five high frequency objects in the order it was shown. The Durrell Analysis of Reading Difficulty consisted of two short stories of different levels of difficulty for listening comprehension. Students were expected to pay attention as they were read to in order to retell the story and answer questions. Their answers were tape recorded, transcribed, and scored by two native English-speaking raters. In the second grade, students were assessed for their word-level reading skills through a word identification test and a pseudoword decoding test. The Wide Range Achievement Test-Revised assessed a student’s ability to read 42 isolated words in English for a maximum of 10 errors. The Word Attack
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