Augmenting the Simple View of Reading for Struggling Adult Readers: A Unique Role for Background Knowledge

Autor/inn/en	Talwar, Amani; Tighe, Elizabeth L.; Greenberg, Daphne
Titel	Augmenting the Simple View of Reading for Struggling Adult Readers: A Unique Role for Background Knowledge
Quelle	In: Scientific Studies of Reading, 22 (2018) 5, S.351-366 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2018.1450410
Schlagwörter	Knowledge Level; Reading Comprehension; Factor Analysis; Structural Equation Models; Reading Difficulties; Predictor Variables; Adult Education; Adults; Late Adolescents; Achievement Tests; Language Tests; Sciences; Social Studies; Humanities; Decoding (Reading); Listening Comprehension; Vocabulary; Oral Language; Educational Attainment; Factor Structure; Statistical Analysis; Woodcock Johnson Tests of Achievement; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Wissensbasis; Leseverstehen; Faktorenanalyse; Reading difficulty; Leseschwierigkeit; Prädiktor; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Halbstarker; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; Science; Wissenschaft; Gemeinschaftskunde; Geisteswissenschaften; Humanwissenschaften; Dekodierung; Hörverständnis; Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Bildungsabschluss; Bildungsgut; Faktorenstruktur; Statistische Analyse
Abstract	This study explored the background knowledge (BK) and reading comprehension (RC) relationship for struggling adult readers. Using confirmatory factor analyses, a single-factor BK model exhibited better fit than a two-factor model separating academic knowledge and general information, which indicates that BK represents a unidimensional construct for this population. In addition, one measure of oral vocabulary loaded with a latent factor of BK, which was separable from a latent factor of two additional oral vocabulary subtests. Using structural equation modeling, we found that BK exhibited a direct effect on RC after controlling for participants' grade level, decoding, listening comprehension, and oral vocabulary. [For the corresponding grantee submission, see ED582388.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01