The Simple View of Reading (SVR) model was investigated in Italian beginner readers to address the following research questions: (a) does listening comprehension play a stronger role in reading comprehension than reading accuracy and fluency in the initial stages of literacy?; (b) what is the role of vocabulary within the SVR framework? First graders (N = 149; mean age = 6;3) were assessed at the beginning (T1; no formal instruction) and end (T2; after 6 months) of the school year. Vocabulary breadth and depth, and non-verbal reasoning were assessed at T1. Reading and listening comprehension, accuracy and fluency for non-words and words were assessed at T2. Structural equation models showed that (a) listening comprehension had a stronger relation with reading comprehension than reading accuracy and fluency at T2; (b) vocabulary breadth and depth at T1 accounted for reading comprehension through listening comprehension at T2. Findings supported the relevance of listening comprehension and vocabulary, and of interventions on these skills, for reading comprehension in beginner readers of a highly transparent orthography.

在意大利的初学者中对简单阅读阅读（SVR）模型进行了研究，以解决以下研究问题：（a）在识字初期，听力理解在阅读理解中的作用是否比阅读准确性和流利程度强？（b）词汇在SVR框架中的作用是什么？一年级生（N = 149; 平均年龄= 6; 3）在学年的开始（T1；无正式指导）和结束（T2； 6个月后）进行评估。在T1评估词汇的广度和深度以及非语言推理。在第二阶段评估非单词和单词的阅读和听力理解，准确性和流利程度。结构方程模型表明：（a）听力理解与阅读理解的关系比阅读准确度和T2的流利程度强；（b）T1的词汇广度和深度通过T2的听力理解来解释阅读理解。研究结果支持听力理解和词汇以及这些技能的干预对于高度透明的拼字法初学者的阅读理解的相关性。