Can a Questionnaire Be Useful for Assessing Reading Skills in Adults? Experiences with the Adult Reading Questionnaire among Incarcerated and Young Adults in Norway

Autor/inn/en	Asbjørnsen, Arve E.; Jones, Lise Øen; Eikeland, Ole Johan; Manger, Terje
Titel	Can a Questionnaire Be Useful for Assessing Reading Skills in Adults? Experiences with the Adult Reading Questionnaire among Incarcerated and Young Adults in Norway
Quelle	In: Education Sciences, 11 (2021), Artikel 154 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Questionnaires; Reading Skills; Adult Education; Student Evaluation; Institutionalized Persons; Reading Difficulties; Factor Analysis; Undergraduate Students; Screening Tests; Foreign Countries; Reading Habits; Attention Deficit Disorders; Attention Deficit Hyperactivity Disorder; Norway + Suchen Sie Ihr Suchwort? Fragebogen; Reading skill; Lesefertigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schulnote; Studentische Bewertung; Reading difficulty; Leseschwierigkeit; Faktorenanalyse; Screening-Verfahren; Ausland; Reading habit; Lesegewohnheit; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Norwegen
Abstract	Background: Good screening tools can be of immense value in educational counselling for adults. We report two studies where we explored the factor structure and discriminative power of the Adult Reading Questionnaire (ARQ) in different samples of young adults at risk for reading impairments. Method: The ARQ was designed to screen for literacy skills with low resource requirement. The instrument includes 11 questions regarding reading and writing skills and 6 questions regarding attention deficits and hyperactivity. The first study included 246 undergraduate students. One-third of the sample were under assessment of specific learning impairments/dyslexia. The second study included 1475 incarcerated adults, where 1 in 4 reported specific reading impairments. Results: Principal Component Analyses (PCA) with varimax rotation returned four components for the participants in Study 1: Reading skills, Reading habits, Attention, and Hyperactivity. For the incarcerated sample in Study 2, the analysis returned three components, as the Attention and Hyperactivity items were combined. Conclusion: The ARQ is useful for identifying individuals at risk for dyslexia with acceptable measures of sensitivity and specificity, as well as for identifying those who report difficulties with reading and writing but have not been assessed for their difficulties earlier. The increased prevalence of attention-deficit/hyperactivity disorder (ADHD) seen among incarcerated adults must be considered when screening for reading problems as it may confound the scores on reading questionnaires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01