Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder.
Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder.
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评估患有注意力缺陷/多动症儿童的简单阅读观。
DOI：
10.1037/edu0000806
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发表时间：
2023
影响因子：
4.9
通讯作者：
Kofler,MichaelJ
中科院分区：
文献类型：
--
作者：
Cole,AlissaM;Chan,ElizabethSM;Gaye,Fatou;Spiegel,JamieA;Soto,EliaF;Kofler,MichaelJ
“简单阅读观”是一种很有影响力的阅读理解模式，它认为儿童的阅读理解表现完全可以用他们的解码和语言理解能力来解释。在标准化成就测试中，患有注意力缺陷/多动障碍（ADHD）的儿童通常在这三个阅读领域都表现出困难，但目前尚不清楚阅读的简单观点是否足以解释这些儿童的阅读理解表现。目前的研究是第一个使用多重指标和潜在估计从阅读的简单观点来检验关键预测的准确性的研究，该研究对250名患有和没有多动症的儿童（8-13岁，M年龄= 10.29，SD= 1.47； 93名女孩；70%白人/非西班牙裔）进行了临床评估。全样本结构方程模型结果显示，解码和语言理解解释了所有(r2 =。99)有和没有ADHD的儿童阅读理解的差异。此外，多组模型（ADHD，非ADHD）表明，ADHD儿童与临床评估的非ADHD儿童的解释方差量没有差异，两组的解释方差量都没有100%的差异。敏感性分析表明，这些效应在控制单方法偏差、时间抽样误差和智商方面通常是稳健的。这些发现与“简单观点”的预测一致，即解码和语言理解对于解释儿童的阅读理解技能既是必要的，也是充分的。这一发现扩展了之前的工作，表明“简单观点”适用于多动症儿童和临床评估的非多动症儿童。
The “simple view of reading” is an influential model of reading comprehension that asserts that children’s reading comprehension performance can be explained entirely by their decoding and language comprehension skills. Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit difficulty across all three of these reading domains on standardized achievement tests, yet it is unclear whether the simple view of reading is sufficient to explain reading comprehension performance for these children. The current study is the first to use multiple indicators and latent estimates to examine the veracity of key predictions from the simple view of reading in a clinically evaluated sample of 250 children with and without ADHD (ages 8–13, M age= 10.29, SD= 1.47; 93 girls; 70% White/non-Hispanic). Results of the full-sample structural equation model revealed that decoding and language comprehension explained all (R 2=. 99) of the variance in reading comprehension for children with and without ADHD. Further, multigroup modeling (ADHD, non-ADHD) indicated that there was no difference in the quantity of variance explained for children with ADHD versus clinically evaluated children without ADHD and that the quantity of explained variance did not differ from 100% for either group. Sensitivity analyses indicated that these effects were generally robust to control for monomethod bias, time sampling error, and IQ. These findings are consistent with “simple view” predictions that decoding and language comprehension are both necessary and together sufficient for explaining children’s reading comprehension skills. The findings extend prior work by indicating that the “simple view” holds for both children with ADHD and clinically evaluated children without ADHD.