The simple view of reading (SVR) provides a conceptual framework for describing the processes involved when readers comprehend text. Strong evidence for the SVR comes from factor-analytic studies showing dissociations between decoding and comprehension skills. The aim of the present study is to investigate whether predecoding and comprehension components exist in Canadian English-speaking prereaders with the use of principal components analysis. All children ( N = 36) were administered a battery of prereading measures designed to assess predecoding skills and listening comprehension. Principal components analysis demonstrates that listening comprehension and predecoding measures loaded as distinct components. The findings provide support for the SVR framework and suggest that such structures do not simply reflect instruction. Implications for school psychologists working in early intervention are discussed.
La conception simple de la lecture fournit un cadre théorique qui aide à décrire les processus impliqués quand les lecteurs comprennent un texte. De forte évidence pour cette conception provient des études de facteur analytiques en montrant une dissociation entre les capacités de compréhension et les capacités de décodage. Le but de la présente étude était d'enquêter si les composantes de pré-décodage et de compréhension existent dans les pré-lecteurs canadiens anglophones avec l'utilisation d'analyse en composantes principales. Une batterie de tests de pré-lecture conçue pour évaluer les capacités de pré-décodage et de compréhension fut administrée aux enfants (N = 36). L'analyse en composantes principales a démontré que la compréhension orale et les mesures de pré-décodage ont été chargées comme composantes distinctes. Les résultats fournissent un soutien en faveur du cadre de la conception simple de la lecture. Les implications pour les psychologues scolaires sont discutées.
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