Gough, P. B. & Tunmer, W. E. (1986)
Decoding, reading, and reading disability (the Simple View of Reading)
Remedial and Special Education 7(1), 6-10 · 10.1177/074193258600700104
Originates the Simple View of Reading (comprehension = decoding x linguistic comprehension), locating comprehension in a modality-general oral-language ability -- a reader-side general factor that Hirsch's knowledge-only account has no room for.
Used in Dossier 1
This critic is attached to the exact objection and inference it challenges, not merely to the topic.
D1 · O4 — Topic-stable oral-language and cognitive factors remain · targets A6 I5
Source provenance
secondary treatment onlyThe original article was not read; its Simple View formulation was reviewed through Catts (2018), with the publisher record used only to verify citation details.
companionThe simple view of reading
secondary treatment onlyThe original article was not read; the record is included because the critic entry relies on the later empirical formulation as treated by Catts (2018).
full text readThis full-text review supplied the substantive basis and quoted language used for the Gough-Tunmer critic positions.
Primary targets: P01 P04
Availability: closed / restricted · secondary treatment only
The original article was not read; its Simple View formulation was reviewed through Catts (2018), with the publisher record used only to verify citation details.
Registry verification: no
Availability: closed / restricted · secondary treatment only
The original article was not read; its Simple View formulation was reviewed through Catts (2018), with the publisher record used only to verify citation details.
Registry verification: no
Positions (2)
The Simple View of Reading locates comprehension in linguistic (oral-language) comprehension, a modality-general ability -- a reader-side general factor that a pure topic-knowledge account has no room for.
“Lonigan et al. found that a considerable amount of the variance in RC (40%-70%) was shared by decoding and language comprehension and suggested that this shared variance may be the result of one or more general cognitive-linguistic factors.”
Hirsch's response — not found
None found in ten books -- zero mentions of Catts, Kamhi, Gough, Tunmer or Hoover anywhere in the corpus.
There is no reading-specific comprehension skill distinct from general language comprehension -- a point on which the Simple View agrees with Hirsch, not against him.
“There is no reading-specific comprehension skill distinct from language comprehension.”
Hirsch's response — not found
None found in ten books -- zero mentions of Catts, Kamhi, Gough, Tunmer or Hoover anywhere in the corpus.