Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Canadian Journal of School Psychology
This Article
Right arrow Résumé
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Aouad, J.
Right arrow Articles by Savage, R.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Component Structure of Preliteracy Skills

Further Evidence for the Simple View of Reading

Julie Aouad

McGill University

Robert Savage

McGill University

The simple view of reading (SVR) provides a conceptual framework for describing the processes involved when readers comprehend text. Strong evidence for the SVR comes from factor-analytic studies showing dissociations between decoding and comprehension skills. The aim of the present study is to investigate whether predecoding and comprehension components exist in Canadian English-speaking prereaders with the use of principal components analysis. All children ( N = 36) were administered a battery of prereading measures designed to assess predecoding skills and listening comprehension. Principal components analysis demonstrates that listening comprehension and predecoding measures loaded as distinct components. The findings provide support for the SVR framework and suggest that such structures do not simply reflect instruction. Implications for school psychologists working in early intervention are discussed.

Key Words: reading • simple view • predecoding skills • comprehension • prereaders

Canadian Journal of School Psychology, Vol. 24, No. 2, 183-200 (2009)
DOI: 10.1177/0829573509336280
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?