The 'simple view of reading' is an influential model of reading comprehension which asserts that children's reading comprehension performance can be explained entirely by their decoding and language comprehension skills. Children with ADHD often exhibit difficulty across all three of these reading domains on standardized achievement tests, yet it is unclear whether the simple view of reading is sufficient to explain reading comprehension performance for these children. The current study was the first to use multiple indicators and latent estimates to examine the veracity of key predictions from the simple view of reading in a clinically-evaluated sample of 250 children with and without ADHD (ages 8-13, Mage=10.29, SD=1.47; 93 girls; 70% White/Non-Hispanic). Results of the full-sample structural equation model revealed that decoding and language comprehension explained all (R2=.99) of the variance in reading comprehension for children with and without ADHD. Further, multigroup modeling (ADHD, Non-ADHD) indicated that there was no difference in the quantity of variance explained for children with ADHD versus clinically-evaluated children without ADHD, and that the quantity of explained variance did not differ from 100% for either group. Sensitivity analyses indicated that these effects were generally robust to control for monomethod bias, time sampling error, and IQ. These findings are consistent with 'simple view' predictions that decoding and language comprehension are both necessary and together sufficient for explaining children's reading comprehension skills. The findings extend prior work by indicating that the 'simple view' holds for both children with ADHD and clinically-evaluated children without ADHD.

中文翻译：

---

评估患有注意力缺陷/多动症儿童的简单阅读观。

“简单阅读观”是一种有影响力的阅读理解模型，它认为儿童的阅读理解表现可以完全由他们的解码和语言理解能力来解释。患有多动症的儿童通常在标准化成绩测试中在所有这三个阅读领域都表现出困难，但尚不清楚简单的阅读观点是否足以解释这些儿童的阅读理解表现。目前的研究是第一个使用多个指标和潜在估计来检查关键预测的准确性，从简单的阅读角度来看，对 250 名患有和不患有 ADHD 的儿童（年龄 8-13 岁，Mage=10.29，SD =1.47；93 名女孩；70% 白人/非西班牙裔）。全样本结构方程模型的结果表明，解码和语言理解解释了患有和不患有多动症的儿童阅读理解能力的所有差异（R2=.99）。此外，多组模型（ADHD、非 ADHD）表明，ADHD 儿童与临床评估的非 ADHD 儿童的解释方差量没有差异，并且任一组的解释方差量与 100% 没有差异。团体。敏感性分析表明，这些效应对于控制单一方法偏差、时间采样误差和智商来说通常是稳健的。这些发现与“简单观点”的预测一致，即解码和语言理解对于解释儿童的阅读理解技能都是必要的且足够的。研究结果扩展了之前的工作，表明“简单的观点”对于患有多动症的儿童和经过临床评估的没有多动症的儿童都适用。