Predicting reading comprehension difficulties in the context of an extended simple view of reading model.
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| Title: | Predicting reading comprehension difficulties in the context of an extended simple view of reading model. |
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| Authors: | Kargiotidis, Apostolos1 (AUTHOR) a.kargiotidis@edc.uoc.gr, Tafa, Eufimia1 (AUTHOR) etafa@uoc.gr, Mouzaki, Angeliki2 (AUTHOR) amouzaki@uoc.gr, Manolitsis, George1 (AUTHOR) gmanolitsis@uoc.gr |
| Source: | Reading & Writing. May2026, Vol. 39 Issue 5, p1829-1848. 20p. |
| Subject Terms: | *Reading comprehension, *Reading speed, *Verbal ability, *Struggling readers, *Vocabulary, *Listening comprehension, Morphemics |
| Abstract: | The present longitudinal study examined the role of a broader repertoire of oral language skills in predicting reading comprehension difficulties within an extended Simple View of Reading model. Ninety-one Greek children were assessed on listening comprehension, morphological awareness, vocabulary, reading accuracy, and reading fluency in Grade 2. Next, they were assessed on a standardized reading comprehension measure at the beginning and at the end of Grade 3. Based on their performance, they were classified into a group with reading comprehension difficulties (N = 39) and a typically developing group (N = 52). Hierarchical binary logistic regressions revealed that listening comprehension, reading fluency, and morphological awareness significantly predicted reading comprehension difficulties, whereas vocabulary lost its predictive strength when morphological awareness entered into the equation. These findings underline the substantial role of morphological awareness in predicting reading comprehension difficulties, supporting an extended Simple View of Reading model. Moreover, they suggest that although vocabulary remains an important factor, its role appears to be rather limited and possibly mediated by morphological awareness. Implications for both the assessment of reading comprehension difficulties and intervention policy are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193563727 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Predicting reading comprehension difficulties in the context of an extended simple view of reading model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kargiotidis%2C+Apostolos%22">Kargiotidis, Apostolos</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> a.kargiotidis@edc.uoc.gr</i><br /><searchLink fieldCode="AR" term="%22Tafa%2C+Eufimia%22">Tafa, Eufimia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> etafa@uoc.gr</i><br /><searchLink fieldCode="AR" term="%22Mouzaki%2C+Angeliki%22">Mouzaki, Angeliki</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> amouzaki@uoc.gr</i><br /><searchLink fieldCode="AR" term="%22Manolitsis%2C+George%22">Manolitsis, George</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gmanolitsis@uoc.gr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. May2026, Vol. 39 Issue 5, p1829-1848. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+speed%22">Reading speed</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+ability%22">Verbal ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemics%22">Morphemics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present longitudinal study examined the role of a broader repertoire of oral language skills in predicting reading comprehension difficulties within an extended Simple View of Reading model. Ninety-one Greek children were assessed on listening comprehension, morphological awareness, vocabulary, reading accuracy, and reading fluency in Grade 2. Next, they were assessed on a standardized reading comprehension measure at the beginning and at the end of Grade 3. Based on their performance, they were classified into a group with reading comprehension difficulties (N = 39) and a typically developing group (N = 52). Hierarchical binary logistic regressions revealed that listening comprehension, reading fluency, and morphological awareness significantly predicted reading comprehension difficulties, whereas vocabulary lost its predictive strength when morphological awareness entered into the equation. These findings underline the substantial role of morphological awareness in predicting reading comprehension difficulties, supporting an extended Simple View of Reading model. Moreover, they suggest that although vocabulary remains an important factor, its role appears to be rather limited and possibly mediated by morphological awareness. Implications for both the assessment of reading comprehension difficulties and intervention policy are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-025-10677-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1829 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Reading speed Type: general – SubjectFull: Verbal ability Type: general – SubjectFull: Struggling readers Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Listening comprehension Type: general – SubjectFull: Morphemics Type: general Titles: – TitleFull: Predicting reading comprehension difficulties in the context of an extended simple view of reading model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kargiotidis, Apostolos – PersonEntity: Name: NameFull: Tafa, Eufimia – PersonEntity: Name: NameFull: Mouzaki, Angeliki – PersonEntity: Name: NameFull: Manolitsis, George IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 39 – Type: issue Value: 5 Titles: – TitleFull: Reading & Writing Type: main |
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