Simple view of reading among Slovenian English foreign language learners: A latent interaction modeling approach

Abstract

An estimated 700 million people learn how to read in English as a foreign language (EFL). This highlights the need to better understand the components influencing EFL reading. We tested to what degree EFL decoding and linguistic comprehension influenced EFL reading comprehension within the realm of three variants of the Simple View of Reading (SVR) model – the multiplicative, the additive, and the combined variants. Moreover, we estimated the extent to which first language reading contributed to EFL reading comprehension over and above EFL components. Participants were 690 Slovenian seventh graders (Mage = 12.76 years; SD = 0.43). Utilizing a latent interaction model, results supported the SVR additive variant. EFL decoding was a stronger contributor than EFL linguistic comprehension. First language reading did not seem to influence EFL reading comprehension. Our findings suggest that EFL instruction should focus on practicing EFL decoding and linguistic comprehension independently.