Assessing the Direct and Indirect Effects of Metalinguistic Awareness to the Reading Comprehension Skills of Struggling Adult Readers

Autor/inn/en	Tighe, Elizabeth L.; Little, Callie W.; Arrastia-Chisholm, Meagan Caridad; Schatschneider, Christopher; Diehm, Emily; Quinn, Jamie M.; Edwards, Ashley A.
Titel	Assessing the Direct and Indirect Effects of Metalinguistic Awareness to the Reading Comprehension Skills of Struggling Adult Readers
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 3, S.787-818 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tighe, Elizabeth L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9881-2
Schlagwörter	Reading Comprehension; Metalinguistics; Adults; Reading Difficulties; Predictor Variables; Vocabulary Skills; Oral Language; Teaching Methods; Adult Literacy; Literacy Education; Phonological Awareness; Morphology (Languages); Correlation; Decoding (Reading) + Suchen Sie Ihr Suchwort? Leseverstehen; Metalanguage; Metasprache; Reading difficulty; Leseschwierigkeit; Prädiktor; Aktiver Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Morphology; Morphologie; Korrelation; Dekodierung
Abstract	The purpose of this study was to examine the shared, direct, and indirect contributions of three metalinguistic skills (phonological awareness, morphological awareness, orthographic knowledge) to the reading comprehension abilities of struggling adult readers. Across studies, these three metalinguistic skills have individually emerged as important predictors of reading comprehension with samples of struggling adult readers. In contrast to research conducted with children, no studies have simultaneously included and examined the shared and direct relations of these metalinguistic skills as well as indirect relations (via decoding and vocabulary knowledge) to adults' reading comprehension skills. The results indicated that the metalinguistic skills, decoding, and oral vocabulary knowledge accounted for 91% of the variance in reading comprehension. A second-order metalinguistic awareness factor, decoding, and oral vocabulary knowledge emerged as uniquely predictive of reading comprehension (1-8.9%). Further, metalinguistic awareness was indirectly related to reading comprehension via decoding and oral vocabulary knowledge. The findings help to develop a more comprehensive model of the underlying component processes involved in adults' reading comprehension skills. The findings may also inform instructional practices and intervention research in adult literacy programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11