The Simple View of Reading in the identification of reading difficulties in primary education

Abstract

This study was conducted in a primary education institution in San Luis Potosí, Mexico. It had three objectives: to identify the typology of reading difficulties according to Simple View of Reading (SVR); to evaluate the relationship between Reading Comprehension (RC) and Decoding (D), as well as between RC and Listening Comprehension (LC); and to determine to what extent the SVR predictions were able to correctly identify reading difficulties. The sample consisted of 53 students in first grade. Three variables were evaluated: LC, D and RC. The results indicate that more than half of the students evaluated presented difficulties in D, LC or both. In addition, statistically significant correlations were found between RC and D, and between RC and LC. Finally, the model correctly predicted 68% of reading difficulties cases. As a conclusion, it is suggested the SVR might be considered as a useful tool in the identification of reading difficulties.