Explaining Korean High School EFL Learners’ Reading Comprehension with Simple View of Reading

Abstract

This study assessed the adequacy of the simple view of reading (SVR) in explaining reading comprehension abilities of Korean high school EFL learners. In doing so, the previously unacknowledged indirect effects of oral language comprehension abilities and phonological awareness were also examined. Ninety six Korean EFL learners participated in this study and were tested on measures of oral language comprehension abilities, decoding skills, reading comprehension, and phonological awareness. The predictive relationship among these variables was further analyzed through structural equation modeling. The findings indicated that although SVR explained most of the variance in students’ reading comprehension abilities, it was the oral language comprehension abilities that made prominent contribution. Indirect effects of oral language abilities were not observed despite its significant correlation with decoding skills. The findings are discussed in terms of language learning contexts and the balance between language and literacy development.