Reading Component Skills of Learners in Adult Basic Education

Autor/inn/en	MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.
Titel	Reading Component Skills of Learners in Adult Basic Education
Quelle	In: Journal of Learning Disabilities, 43 (2010) 2, S.108-121 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409359342
Schlagwörter	Learning Disabilities; Construct Validity; Adult Basic Education; Factor Structure; Word Recognition; Factor Analysis; Literacy Education; Reading Instruction; Reading Skills; Reliability; Native Speakers; English (Second Language); Immigrants; Spelling; Decoding (Reading); Reading Fluency; Reading Comprehension; Models; Comparative Analysis; Gender Differences; Age Differences; United States; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Faktorenstruktur; Worterkennung; Faktorenanalyse; Leseunterricht; Reading skill; Lesefertigkeit; Reliabilität; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Schreibweise; Dekodierung; Leseverstehen; Analogiemodell; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; USA
Abstract	The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10