Identifying Profiles of Struggling Adult Readers: Relative Strengths and Weaknesses in Lower-Level and Higher-Level Competencies

Autor/inn/en	Talwar, Amani; Greenberg, Daphne; Li, Hongli
Titel	Identifying Profiles of Struggling Adult Readers: Relative Strengths and Weaknesses in Lower-Level and Higher-Level Competencies
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 9, S.2155-2171 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10038-0
Schlagwörter	Reading Difficulties; Adults; Reading Skills; Individual Characteristics; Adult Literacy; Reading Comprehension; Age Differences; Language Usage; High School Graduates; Educational Attainment; Adult Education; Phonological Awareness; Achievement Tests; Decoding (Reading); Native Speakers; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Leseverstehen; Age; Difference; Age difference; Altersunterschied; Sprachgebrauch; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bildungsabschluss; Bildungsgut; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Dekodierung; Muttersprachler
Abstract	A major challenge in research with struggling adult readers is their heterogeneity in reading-related competencies and demographic characteristics. The purpose of this investigation was to identify unique profiles of skill sets among struggling adult readers and explore informative demographic differences between profiles. Using latent class analysis with a sample of 542 struggling adult readers, we uncovered four empirically distinct classes of readers based on their performance on ten assessments of lower-level and higher-level competencies. On all measured competencies, globally impaired readers (n = 123) demonstrated the largest deficits and globally better readers (n = 86) outperformed all other classes. Two intermediate profiles, weak decoders (n = 144) and weak language comprehenders (n = 189), exhibited complementary patterns of strengths and weaknesses on lower-level and higher-level competencies. One-way ANOVA and chi-square tests of difference indicated that the classes differed significantly in terms of reading comprehension performance, age, and language background but not high school completion. Implications for instruction and future research are discussed. [For the Grantee Submission, see ED604269.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01