Abstract
This study attempted to find the relationship among decoding skill (DS), reading comprehension (RC) and listening comprehension (LC) in an EFL context to evaluate Gough and Tunmer's (1986) Simple View of Reading (SVR) in which Reading Comprehension = Decoding × Listening Comprehension. To this end, 85 female students studying English as a foreign language (EFL) at a Language Institute in Shiraz were asked to participate in the study. The sample was homogenous with regard to their English level. Through a multiple-choice cloze test, multiple-choice listening test and a word and non-word reading assessment, RC, LC and DS were measured respectively. To find out if reading comprehension equals DS × LC, correlation analysis and simple linear regression analysis were used. The results supported the validity of the simple view of reading
Highlights
Leeuwe, Voeten and Oud (2001) maintain that according to the simple view of reading, reading comprehension depends on two components, decoding and listening comprehension and these components are necessary for reading success but neither one is sufficient by itself
To determine the degree of going–togetherness of reading comprehension, listening comprehension and decoding, correlational analyses were run for all participants as one group
There is no correlation between listening comprehension (LC) and decoding skill, but the correlation between reading comprehension (RC) and DS is .419 which is significant at the .01 level
Summary
Aarnoutse, Leeuwe, Voeten and Oud (2001) maintain that according to the simple view of reading, reading comprehension depends on two components, decoding and listening comprehension and these components are necessary for reading success but neither one is sufficient by itself. Georgiou, Das and Hayward (2009) conducted a study to evaluate SVR with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension They examined the contribution of naming speed and phonological awareness to reading comprehension beyond the effects of decoding and listening comprehension. The structural equation modeling used in the study revealed that a 5-factor model including L1 and L2 phonological awareness, L1 and L2 oral language proficiency, and word reading in L2 best fitted the model of L2 reading comprehension. The studies reviewed here present controversial results as regards the nature of the relationship between reading comprehension and its related factors of decoding and listening comprehension They are mostly concerned with L1 reading or L2 in young bilinguals. There remains a place for a study of SVR in a context where English is learned as a foreign language by some adolescents and adults
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