Modeling Child-Based Theoretical Reading Constructs with Struggling Adult Readers

Autor/inn/en	Nanda, Alice O.; Greenberg, Daphne; Morris, Robin
Titel	Modeling Child-Based Theoretical Reading Constructs with Struggling Adult Readers
Quelle	In: Journal of Learning Disabilities, 43 (2010) 2, S.139-153 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409359344
Schlagwörter	Adult Literacy; Reading Skills; Reading Difficulties; Factor Analysis; Adults; Reading Achievement; Reading Fluency; Reading Comprehension; Grade 3; Grade 4; Grade 5; Native Speakers; Language of Instruction; English (Second Language); Models; Evaluation; Phonological Awareness; Sight Method; National Assessment of Adult Literacy; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Faktorenanalyse; Leseleistung; Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Muttersprachler; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Analogiemodell; Evaluierung; Look-and-say method; Ganzheitsmethode
Abstract	This study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults reading between the third-and fifth-grade levels, including 127 men and 153 English speakers of other languages. Using measures of skills and subskills, confirmatory factor analyses were conducted to test child-based theoretical measurement models of reading: an achievement model of reading skills, a core deficit model of reading subskills, and an integrated model containing achievement and deficit variables. Although the findings present the best measurement models, the contribution of this article is the description of the difficulties encountered when applying child-based assumptions to developing measurement models for struggling adult readers. (Contains 4 tables and 5 figures.) (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