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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 26, No. 0, pp.875-893
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jul 2026
Received 02 May 2026 Revised 17 May 2026 Accepted 21 Jun 2026
DOI: https://doi.org/10.15738/kjell.26..202607.875

Reconceptualizing the Simple View of Reading for Korean Secondary-Level EFL Learners: A Research Synthesis

Hansol Lee
Professor, Department of English Korea Military Academy 574 Hwarang-ro, Nowon-gu Seoul, Korea, Tel: +82-2-2197-2635 hansol@kma.ac.kr


© 2026 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study systematically synthesizes 31 empirical studies to examine how the foundational components of the Simple View of Reading (SVR) framework are reconceptualized and contextually adapted for Korean secondary-level EFL learners. Through a qualitative research synthesis, this study reveals that the application of the SVR model exhibits unique characteristics that reflect a print-heavy environment driven by limited exposure to authentic oral input. First, regarding word recognition and its development, reading fluency operates as a crucial bridging process; advanced learners transition effectively from decoding to reading fluency, whereas basic decoding remains a persistent bottleneck for lower-proficiency students. Second, regarding linguistic comprehension, the literature indicates a predominant reliance on written linguistic knowledge (WLK), specifically vocabulary depth, grammatical knowledge, and morphological awareness. WLK functions as a major analytical resource that systematically compensates for the highly limited authentic oral language input. Finally, substantial learner heterogeneity within the same grade suggests that the predictive weights of these SVR components are dynamically moderated by cumulative L2 proficiency rather than chronological age. Ultimately, this study advocates for the incorporation of formative diagnostic assessments targeting basic decoding and reading fluency to resolve foundational bottlenecks. Concurrently, it calls for a pedagogical shift toward cultivating WLK as an active, meaning-making analytical resource, thereby providing a comprehensive framework for tailored interventions.

Keywords:

Simple View of Reading (SVR), reading comprehension, Korean secondary-level EFL learners, research synthesis, written linguistic knowledge (WLK), reconceptualization

Acknowledgments

This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2025S1A5A2A01004947).

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