Simple view of reading in Spanish: A longitudinal study

Abstract

ObjectivesTest the validity of the Simple View of Reading (Gough & Tunmer, 1986) in Spanish and analyze the contributions of decoding and linguistic abilities to reading comprehension. MethodThis longitudinal study assessed a sample of 71 Spanish speaking children at Grade 1 and Grade 3. At each time point, a battery of tests assessed children's linguistic abilities, decoding and reading comprehension. The authors used the classic model of SVR: model 0 (pseudoword accuracy reading and listening comprehension) and a complex model: Model 1 (linguistic abilities and decoding). ResultsResults of regression analyses showed that the original model of the SVR, explained little variance of reading comprehension in Spanish in comparison with the results obtained in English. However, a complex model explained 51% and 55% of the variance of reading comprehension in first and third grade respectively. The unique contribution of linguistic abilities increased from 27% in first grade to 43% in third grade and the contribution of decoding decreased from 24% in first grade to 2% in third grade. ConclusionsThe results are explained in terms of the transparent nature of Spanish orthography and educational implications are discussed.