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Children’s reading difficulties, language, and reflections on the simple view of reading
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Abstract
Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to guide the classification of reading disorders. This paper discusses how weaknesses in either or both of components of the Simple View are implicated in children’s reading comprehension difficulties. It concludes with reflections on the strengths and limitations of the Simple View as a theoretical and practical framework to guide our understanding of reading comprehension and its development.
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“For instance, K. Nation (2019) proposes an expanded version of the Simple View of Reading (see Figure 6) and emphasizes that readers often unconsciously acquire vocabulary and grammar while gaining knowledge or enjoyment from the text by stating:”
From Harnessing Dual Memory Systems: A Balanced Approach to Explicit and Implicit Reading Instruction for Young EFL Learners (2026) · cites this paper as K. Nation (2019)
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Cited by
Sorted by citations
Kim, J. M. (2026) · Reading Psychology · doi:10.1080/02702711.2026.2735234
Metadata
- Authors
- Nation, K.
- Affiliations
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- Venue
- Australian Journal of Learning Difficulties
- Publisher
- Informa UK Limited
- Published
- 2019-01-02
- Volume
- 24
- Issue
- 1
- Pages
- 47-73
- ISSN
- 1940-4158
- 1940-4166
- Cited by
- 159
- References
- 6
- Language
- en
- Funders
- Economic and Social Research Council (ES/M009998/1 and RES-000-23-0581)
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