This study examines the simple view of reading from the perspective of a language other than English, the Malay language. The aims of the study were to determine (a) the contributions of decoding and listening comprehension to reading comprehension in Malay; (b) which model, the multiplicative model or the additive model, of the simple view of reading contributes more toward the variance in reading comprehension; and (c) whether adding the speed of processing factor to the multiplicative model improves its power to predict reading comprehension among beginning readers in Malay. A sample of 117 beginning first-year readers attending Malaysian schools were assessed on a battery of reading and reading-related skills measures after 6 months of initial instruction in reading. Results indicated that reading comprehension was largely explained by the decoding component, with listening comprehension adding only a small amount to the variance accounted for. The additive model consisting of the summation of decoding and listening comprehension was found to be a better predictor of reading comprehension in Malay. Results also showed that speed of processing did not account for unique variance in reading comprehension. We propose that listening comprehension did not contribute substantially to the variance because it is artefactually reduced as a result of the level of text typically read by beginning readers.