Relations between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers

Autor/inn/en	Feller, Daniel P.; Magliano, Joseph; Sabatini, John; O'Reilly, Tenaha; Kopatich, Ryan D.
Titel	Relations between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
Quelle	(2020), (46 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Readiness; Two Year College Students; Reading Skills; Inferences; Reading Comprehension; Literacy Education; Remedial Reading; College Freshmen; Reading Difficulties; Barriers; Decoding (Reading); Word Recognition; Syntax; Vocabulary; Morphology (Languages); Sentences; Reading Strategies; Student Characteristics; Writing Skills + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Inference; Inferenz; Leseverstehen; Leseförderung; Studienanfänger; Reading difficulty; Leseschwierigkeit; Dekodierung; Worterkennung; Wortschatz; Morphology; Morphologie; Sentence analysis; Satzanalyse; Reading strategy; Leselernstufe; Lesetechnik; Writing skill; Schreibfertigkeit
Abstract	This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants were enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close comprehension of a text, and a scenario-based assessment that involved problem solving with texts. Results suggest that bridging inferences were predictive of performance on measures of close comprehension, whereas elaborative inferences were predictive of performance on the scenario-based assessment. In terms of enrollment in supplemental literacy programs, variability in foundational skills and inferencing did not differ as a function of enrollment in these programs. However, underprepared students in this sample had greater difficulty engaging in complex literacy tasks that involved the application of information when compared to better-prepared students. [This paper was published in "Discourse Processes" v57 n5-6 p473-490 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01