Journal•ISSN: 0270-2711
Reading Psychology
Taylor & Francis
About: Reading Psychology is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Reading (process) & Reading comprehension. It has an ISSN identifier of 0270-2711. Over the lifetime, 1021 publications have been published receiving 18939 citations. The journal is also known as: RP.
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TL;DR: The Simple View of Reading (SVoe) model as discussed by the authors was proposed to predict reading comprehension by the product of decoding and linguistic comprehension, and the results showed that decoding and listening comprehension, whether multiplied with each other or added to each other, did not significantly alter the outcome.
Abstract: The “Simple View of Reading” proposes that reading comprehension could be predicted by the product of decoding and linguistic comprehension. A somewhat modified version of this model suggests that the relationship between decoding and linguistic comprehension should be additive rather than multiplicative. This research is comprised of two studies. The first study compared the efficacy of the two formulas: (a) Reading Comprehension = Decoding ◊ Listening Comprehension, and (b) Reading Comprehension = Decoding + Listening Comprehension. The second study reported here explored whether adding another factor, speed of processing, to the Simple View of Reading formula improves its ability to predict reading comprehension. Forty third-grade children were administered word-attack and listening comprehension subtests from the Woodcock Language Proficiency Battery; the reading comprehension subtest from the Gates-MacGinitie Reading Tests; and a list of 40 letters to measure speed of processing. The results showed that Decoding and Listening Comprehension, whether multiplied with each other or added to each other, did not significantly alter the outcome. Furthermore, while 48% of the variance for Reading Comprehension could be explained by Decoding and Listening Comprehension, speed of naming the letters added another 10%. A modified model of reading is proposed which can be expressed by the formula, R = D ◊ C + S.
393 citations
TL;DR: This paper provided a review of the relevance of morphological awareness to reading and reading instruction, and suggested that educators and educational researchers need to incorporate more word study into reading and spelling programs, focusing attention to both form and meaning.
Abstract: This paper provides a review of current research on the relevance of morphological awareness to reading and reading instruction. On the assumption that many educators are relatively unfamiliar with morphology, children’s development of awareness of the morphemic structure of words is discussed, as is the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Educational practices and implications, based on theory and research findings, are presented. Results suggest that educators and educational researchers need to incorporate more word study into reading and spelling programs, focusing attention to both form and meaning. In addition, the value of instructional goals and programs in morphological awareness for children in the early elementary years needs to be explored.
327 citations
TL;DR: For instance, the authors found that the beginning readers had generally positive views about reading and that no differences in motivation were associated with income level, ethnicity, or gender, and the distinctness of the dimensions of value, enjoyment, and perceived competence of reading were identified.
Abstract: Sixty-five 6-year-olds (first graders) from different sociocultural backgrounds and their mothers participated in a study examining children's motivation for reading in relation to parental beliefs and home literacy experiences. Each child completed an individually administered Motivations for Reading Scale that assessed several theoretical dimensions of reading motivation, including enjoyment/interest in reading, perceived competence as a reader, and sense of the value of reading. Parents were interviewed regarding their beliefs about reasons for reading, their beliefs about their child's interest in learning to read, and their ratings of the frequency of their child's experiences with printed materials. Results revealed that the beginning readers had generally positive views about reading and that no differences in motivation were associated with income level, ethnicity, or gender. Empirical support was provided for the distinctness of the dimensions of value, enjoyment, and perceived competence. Parent...
297 citations
TL;DR: For example, this paper found that, until they reach about grade three, children's vocabulary knowledge is largely determined by informal factors such as parental interaction and other incidental sources such as the TV.
Abstract: Vocabulary has long been recognized as a strong determinant of reading success. Despite the importance of vocabulary knowledge, very little information is available about effective strategies for vocabulary instruction in elementary grades and there is a paucity of data on the relative merits of the different programs that are designed to promote vocabulary growth in elementary children. Available information indicates that, until they reach about grade three, children’s vocabulary knowledge is largely determined by informal factors such as parental interaction and other incidental sources such as the TV. In this article, I will address the following topics: (a) individual differences in vocabulary acquisition, (b) the amount of vocabulary needed for successful learning, (c) the predictable sequence of vocabulary acquisition, (d) the need for direct instruction for vocabulary growth, and (e) promising methods for promoting vocabulary knowledge.
289 citations
TL;DR: In this paper, the authors tested the hypothesis that providing elementary school students from low-income families with a supply of self-selected trade books would ameliorate summer reading setback.
Abstract: Much research has established the contribution of summer reading setback to the reading achievement gap that is present between children from more and less economically advantaged families. Likewise, summer reading activity, or the lack of it, has been linked to summer setback. Finally, family socioeconomic status has been linked to the access children have to books in their homes and neighborhoods. Thus, in this longitudinal experimental study we tested the hypothesis that providing elementary school students from low-income families with a supply of self-selected trade books would ameliorate summer reading setback. Thus, 852 students from 17 high-poverty schools were randomly selected to receive a supply of self-selected trade books on the final day of school over a 3-year period, and 478 randomly selected students from these same schools received no books and served as the control group. No further effort was provided in this intervention study. Outcomes on the state reading assessment indicated a stat...
239 citations