The Simple View of Reading has also been used to explain reading comprehension in those with dyslexia. That is, the profile of a reader with dyslexia is typically weak word decoding (we can give this a 0) in the presence of strong language comprehension (we can give this a 1) which leads to the same outcome of poor reading comprehension, or 0 for reading comprehension (e.g., 0 x 1 = 0; see Fig. 2).
Figure 3: Pairing an Image Plus the Written Word Increases Receptive Vocabulary Learning
Simple View of Reading as applied to Dyslexia
=
X
PUTTING THE TWO THEORIES TOGETHER: ACTIVITIES FOR READING COMPREHENSION (ARC) To review, this reading comprehension intervention program, ARC, is grounded in both the Simple View of Reading and the Dual Coding theories. The program was designed to target language comprehension (starting with receptive vocabulary) and reading comprehension at the most basic level, single word-to-picture matching. To illustrate, if you saw the following three words, would you know what they meant (see Fig. 4)?
Word Reading
Reading Comprehension
Language Comprehension
0
0
1
Figure 2:The Simple View of Reading applied to Dyslexia
Taken together, the Simple View of Reading theory suggests that to improve reading comprehension for children on the autism spectrum with hyperlexia, we must improve their language comprehension (change the 0 to a 1). How can we do this for very young children and use their love of reading at the same time? DUAL CODING THEORY We can start by targeting reading comprehension and language comprehension at the single word/vocabulary level. To do so, we refer to the Dual Coding Theory (Sadoski, 2005). The Dual Coding Theory provides a framework for improving receptive vocabulary (listening vocabulary) while incorporating written language (orthography). In brief, the Dual Coding Theory states that concrete words like “rock” or “cat”, that can be associated with an image, are learned more easily in the pres- ence of a dual code – an image + the written word (see Fig. 3). We know that using images with children on the autism spectrum has been successful in teaching various language skills via programs like the Picture Exchange Communication System (PECS; Bondy & Frost, 1995) and the Visualizing and Verbalizing program (Bell, 1991). Additionally, studies have shown that matching a picture to a written word was effective in teaching early vocabulary to 3- to 8-year-olds on the autism spectrum (Bejnö et al., 2018). See Figure 3.
brabeum umbel
snood
Figure 4: Understanding Words without Associated Images
Now if you saw these same three words paired with their corresponding image, is it easier to understand what they mean? Does it help you to understand that brabeum is a prize, umbel is a type of plant and snood is a hairnet? Do you think you might remember if you ever heard these words again. If you practiced matching the word to the picture would this help you remember? (see Fig. 5)?
brabeum umbel
snood
Figure 5: Support for Learning Vocabulary by Adding Images and Words
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