Examining the Reading-Related Competencies of Struggling Adult Readers: Nuances across Reading Comprehension Assessments and Performance Levels

Autor/inn/en	Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli
Titel	Examining the Reading-Related Competencies of Struggling Adult Readers: Nuances across Reading Comprehension Assessments and Performance Levels
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 6, S.1569-1592 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talwar, Amani) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10128-7
Schlagwörter	Reading Comprehension; Reading Tests; Language Skills; Reading Difficulties; Adults; Oral Language; Vocabulary Skills; Decoding (Reading); Predictor Variables; Scores; Models; Listening Comprehension; Reading Fluency; Inferences; Prior Learning; Comparative Analysis; Correlation; Adult Literacy; Achievement Tests; Reading Skills; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseverstehen; Lesetest; Language skill; Sprachkompetenz; Reading difficulty; Leseschwierigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Aktiver Wortschatz; Dekodierung; Prädiktor; Analogiemodell; Hörverständnis; Inference; Inferenz; Vorkenntnisse; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reading skill; Lesefertigkeit
Abstract	Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across performance levels on one or more tests. Implications for instruction, assessment, and future research are discussed. [For the corresponding grantee submission, see ED610419.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01