The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Children’s reading difficulties, language, and reflections on the simple view of reading
Published version of a preprint
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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)
Citations
Cites
Decoding, reading, and reading disability.
Gough, P. B., & Tunmer, W. E. (1986) · Remedial and Special Education · doi:10.1177/074193258600700104 · Cited by 3,972
Hoover, W. A., & Gough, P. B. (1990) · Reading and Writing · doi:10.1007/bf00401799 · Cited by 2,956
From single to multiple deficit models of developmental disorders
PENNINGTON, B. (2006) · Cognition · doi:10.1016/j.cognition.2006.04.008 · Cited by 1,167
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium (2016) · PLOS ONE · doi:10.1371/journal.pone.0158753 · Cited by 831
Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial
Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010) · Psychological Science · doi:10.1177/0956797610375449 · Cited by 390
The Words Children Hear: Picture Books and the Statistics for Language Learning
Montag, J. L., Jones, M. N., & Smith, L. B. (2015) · Psychological Science · doi:10.1177/0956797615594361 · Cited by 324
Research works printed but not linked: 99
- 10.1007/s11145-006-9024-z · DOI
- 10.1044/2018_LSHSS-DYSLC-18-0049 · DOI
- 10.1044/jshr.3802.446 · DOI
- Bishop D. V. M., 2003, Test for Reception of Grammar-2
- 10.1111/j.1467-8624.2009.01281.x · DOI
- 10.1037/0033-2909.130.6.858 · DOI · Paper page
- 10.1037/0012-1649.26.3.439 · DOI
- Cain K., 2000, Reading and Writing, 13, 31
- 10.1023/A:1008084120205 · DOI
- 10.1017/S0305000903005713 · DOI · Paper page
- Castles A., 2006, From inkmarks to ideas: Challenges and controversies about word recognition and reading, 151
- 10.1177/1529100618772271 · DOI · Paper page
- 10.1177/0741932518767563 · DOI
- 10.1044/1092-4388(2005/096) · DOI
- 10.1044/1092-4388(2006/023) · DOI
- 10.1044/1092-4388(2002/093) · DOI
- 10.1177/0741932518762055 · DOI
- 10.1037/xlm0000485 · DOI
- 10.1111/j.1467-9817.2008.00376.x · DOI
- 10.1111/jcpp.12257 · DOI
- 10.1207/s1532799xssr0902_4 · DOI
- 10.1111/j.2044-835X.1997.tb00522.x · DOI
- 10.1037/edu0000180 · DOI
- 10.1080/19345740802539200 · DOI
- Elliott C. D., 1996, The British ability scales II
- Elwér, s., Keenan, J. M., Olson, R.K., Byrne, B. & Samuelsson, S. (2013). Longitudinal stability and predictors of poor oral comprehenders and poor decoders. Journal of Experimental Child Psychology, 115 , 497–516. · DOI
- 10.1016/j.jpeds.2015.07.045 · DOI
- 10.1007/s10648-011-9175-6 · DOI
- 10.1016/j.lindif.2018.02.011 · DOI
- 10.1111/jcpp.12010 · DOI
- 10.3102/0034654313499616 · DOI
- Gathercole S. E., 1996, Children’s test of nonword repetition
- 10.1037/edu0000321 · DOI
- 10.1371/journal.pone.0047872 · DOI
- 10.1080/10888438.2014.926906 · DOI
- 10.1080/10888438.2017.1280675 · DOI
- 10.1177/0956797615603702 · DOI
- 10.1037/edu0000316 · DOI
- 10.1177/0022219412439326 · DOI
- 10.1002/rrq.99 · DOI
- 10.1044/2017_JSLHR-L-16-0039 · DOI
- 10.1111/cdev.12861 · DOI
- 10.1002/rrq.219 · DOI
- 10.1177/0741932518764833 · DOI
- 10.1111/1469-7610.00674 · DOI
- 10.1037/xge0000054 · DOI
- 10.3102/00028312024002237 · DOI · Paper page
- 10.1111/jcpp.12091 · DOI
- 10.1037/0033-2909.125.3.338 · DOI
- Nation K., 2004, Parallels between Poor Reading Comprehension and Specific Language Impairment? Journal of Speech, Hearing and Language Research, 47, 199
- 10.1111/j.1469-7610.2010.02254.x · DOI
- 10.1111/j.1467-7687.2010.01008.x · DOI
- 10.1097/00011363-200501000-00004 · DOI
- 10.1111/j.2044-8279.1997.tb01250.x · DOI
- 10.1006/jmla.1998.2564 · DOI
- 10.1016/S0010-0277(99)00004-9 · DOI
- Neale M. D., 1997, Neale Analysis of Reading Ability–Revised (NARA-II)
- 10.1111/j.2044-8295.1982.tb01785.x · DOI
- 10.1080/14640748308402481 · DOI
- 10.4324/9781315756042 · DOI
- 10.1007/s11145-005-3355-z · DOI
- 10.1111/j.2044-8279.1984.tb00842.x · DOI
- 10.1080/10888438.2010.529219 · DOI
- 10.1007/s11145-008-9159-1 · DOI
- 10.1080/10888430701773926 · DOI
- 10.1080/10888438.2013.827687 · DOI · Paper page
- 10.1111/cdev.12880 · DOI
- 10.1016/j.jml.2010.02.005 · DOI
- 10.1093/brain/aws356 · DOI
- 10.1177/00222194030360060501 · DOI
- 10.1016/j.cortex.2018.02.008 · DOI
- 10.1177/1747021819829696 · DOI
- Renfrew C., 1991, The renfrew bus story
- 10.1111/j.1467-9817.2007.00365.x · DOI
- 10.1080/10888430701344306 · DOI
- Semel E., 2000, Clinical evaluation of language fundamentals
- 10.1111/j.1467-9280.1995.tb00324.x · DOI
- 10.1016/0010-0277(94)00645-2 · DOI · Paper page
- 10.1542/peds.104.6.1351 · DOI
- 10.3109/17549507.2015.1112837 · DOI
- Snowling M. J., Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension
- 10.1037/bul0000037 · DOI
- 10.1111/cdev.13216 · DOI
- Snowling M. J., 2009, York assessment of reading for comprehension
- 10.1598/RRQ.21.4.1 · DOI · Paper page
- 10.1037/0022-0663.86.1.24 · DOI
- 10.1111/j.1469-7610.1995.tb01298.x · DOI
- Stothard S. E., 2010, York assessment of reading for comprehension. Secondary test
- Stuart M., 2015, Reading development and teaching
- 10.1177/0963721415574980 · DOI
- 10.1037/a0023495 · DOI
- Torgesen J. K., 1999, Test of word reading efficiency
- 10.1177/0022219411432685 · DOI
- 10.1007/s11881-018-0162-1 · DOI
- Venezky R. L., 1999, The American way of spelling: The structure and origins of America English
- Wagner R. K., 1999, Comprehensive test of phonological processing
- Wechsler D, 1999, Wechsler abbreviated scale of intelligence
- Wechsler D., 2002, Wechsler preschool and primary scale of intelligence
- Wechsler D., 2003, The wechsler intelligence scale for children
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)
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
