Literaturnachweis - Detailanzeige
| Autor/inn/en | Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli |
|---|---|
| Titel | Unpacking the Simple View of Reading for Struggling Adult Readers |
| Quelle | (2020), (44 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Reading Difficulties; Adults; Reading Comprehension; Decoding (Reading); Oral Language; Vocabulary; Listening Comprehension; Foreign Countries; Canada; United States; Woodcock Johnson Tests of Achievement; Clinical Evaluation of Language Fundamentals |
| Abstract | The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. The current study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. Additionally, the interaction between the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed. [This is the in press version of a paper that will be published in "Journal of Learning Disabilities."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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