Torppa|Chryssis Georgiou|Lerkkanen|Jarad Niemi|Poikkeus|Nurmi
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3
study examined dynamic relationships among components simple view reading svr transparent orthography finnish predictive value cognitive skills phonological awareness letter knowledge rapid naming vocabulary svr components altogether 1815 finnish children followed kindergarten grade 3 cognitive skills assessed kindergarten listening comprehension reading fluency grades 1 2 reading comprehension grades 13 reading fluency listening comprehension accounted 37 variance reading comprehension grade 2 28 grade 3 direct effect reading fluency reading comprehension disappeared grade 1 whereas effect listening comprehension remained significant across time cognitive skills predicted reading comprehension mainly indirectly via listening comprehension reading fluency grade 1 findings support validity svr model context transparent orthography also show direct effect reading fluency reading comprehension wanes early school years