The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3–5 (8–10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods.

中文翻译：

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基于简单阅读观的困难读者识别与分类

简单阅读观（SVR）预测阅读困难可能是由解码困难、语言理解困难或这些困难的组合造成的。然而，分类研究发现了第四组儿童，其阅读困难是该模型无法解释的。这可能是由于所使用的分类模型的类型所致。目前的研究包括 209 名来自新西兰的 3-5 年级（8-10 岁）儿童。使用传统方法和聚类分析对儿童进行分类。与传统的分类模型相比，聚类分析方法消除了无法解释的阅读困难组，这表明阅读困难的人可以准确地分配到三组之一，这与 SVR 的预测一致。第二组分析比较了三个贫困读者群体的阅读理解、解码、语言理解、语音意识和快速命名等 14 项指标。所有三组都表现出阅读理解困难，但阅读障碍组在文字处理和语音领域表现出特别的弱点，SCD组表现出从口语中获取意义的问题，而混合组在大多数措施中表现出普遍缺陷。研究结果表明，SVR 确实有潜力确定阅读概况和差异化干预方法。