The present study utilized a latent variable modeling approach to examine the Simple
View of Reading in a sample of students from 3rd, 7th, and 10th grades (N = 215, 188, and 180 respectively). A series of nested latent interaction models was used to investigate the functional form of the relationship between decoding and listening comprehension. Following this, a multiple group analysis was used examine the contribution of these predictors as children progress through school. Lastly, latent interaction modeling was used to investigate the contribution of passage fluency, working memory, and IQ to a model of reading. Results revealed that for 3rd grade students, a combined model of reading, which included both the sum and the product of decoding and listening comprehension, provided the best fit, whereas an additive model was best for 7th and 10th grade students. Multiple group analyses revealed that the contribution of decoding and listening comprehension to reading comprehension did not change from 7th to 10th grade. Finally, the investigation of additional predictors revealed that passage fluency significantly predicted reading comprehension above and beyond decoding for students in 7th and 10th grade. Additionally, when IQ was included in the 10th grade model of reading, decoding and listening comprehension no longer significantly predicted reading comprehension.
