The Role of Word Decoding and Language Comprehension in Reading Comprehension

Abstract

Background - The Simple View of Reading (SVR) aims to give an explanation for performance on reading comprehension. Despite much research on this subject, the underlying mechanisms of reading comprehension are still a matter of debate. Research towards the SVR in children with dyslexia is scarce. This study focuses on the influence of word decoding, language comprehension and phonological awareness on reading comprehension. Method – With 102 Dutch participants aged 79 to 134 months in second, third and fourth grade in elementary school, the following tests are conducted at the school: the EMT, Klepel, CELF-4-NL, and FAT. The results on reading comprehension from the standard testing curriculum of the school have been used to measure reading comprehension. Results – Results suggest that word decoding influences reading comprehension in children with dyslexia. Language comprehension influences reading comprehension in typical readers. The influence of grade is significant in the relationship between word decoding and reading comprehension in children with dyslexia and between language comprehension and reading comprehension in typical readers. Phonological awareness contributes indirectly to reading comprehension. Conclusion –The SVR gives no full answer to mechanisms involved in reading comprehension in children with and without dyslexia. Word decoding seems to be important for reading comprehension at first and when average word decoding has developed language comprehension will become more important. Further research is necessary to get a more complete picture of underlying mechanisms in reading comprehension in children with and without dyslexia. These insights are needed to reduce reading comprehension difficulties.