| Title: |
Examining the Reading-Related Competencies of Struggling Adult Readers: Nuances across Reading Comprehension Assessments and Performance Levels |
| Language: |
English |
| Authors: |
Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli |
| Source: |
Grantee Submission. 2021. |
| Peer Reviewed: |
Y |
| Page Count: |
38 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305C120001 |
| Document Type: |
Reports - Research |
| Descriptors: |
Reading Comprehension; Reading Tests; Language Skills; Reading Difficulties; Adults; Oral Language; Vocabulary Skills; Decoding (Reading); Predictor Variables; Scores; Models; Listening Comprehension; Reading Fluency; Inferences; Prior Learning; Comparative Analysis; Correlation; Adult Literacy; Achievement Tests; Reading Skills |
| Assessment and Survey Identifiers: |
Woodcock Johnson Tests of Achievement |
| DOI: |
10.1007/s11145-021-10128-7 |
| Abstract: |
Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across performance levels on one or more tests. Implications for instruction, assessment, and future research are discussed. [This paper will be published in "Reading and Writing: An Interdisciplinary Journal."] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2021 |
| Accession Number: |
ED610419 |
| Database: |
ERIC |