A Path Analysis of Reading Comprehension for Adults with Low Literacy

Autor/inn/en	Mellard, Daryl F.; Fall, Emily; Woods, Kari L.
Titel	A Path Analysis of Reading Comprehension for Adults with Low Literacy
Quelle	In: Journal of Learning Disabilities, 43 (2010) 2, S.154-165 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409359345
Schlagwörter	Reading Comprehension; Adult Basic Education; Path Analysis; Adult Literacy; Reading Skills; Adult Students; Models; Secondary Education; Reading Fluency; Decoding (Reading); Vocabulary; Short Term Memory; Correlation; Phonemics; Word Recognition; Expressive Language + Suchen Sie Ihr Suchwort? Leseverstehen; Adult; Adults; Education; Adult education; Erwachsenenbildung; Pfadanalyse; Reading skill; Lesefertigkeit; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Analogiemodell; Sekundarbereich; Dekodierung; Wortschatz; Kurzzeitgedächtnis; Korrelation; Fonemsystem; Worterkennung
Abstract	Adult literacy interventions often rely on models of reading validated with children or adult populations with a broad range of reading abilities. Such models do not fully satisfy the need for intervention research and development for adults with low literacy. Thus, the authors hypothesized that a model representing the relationship between reading component skills would be predictive of reading comprehension for an adult population with low literacy and beneficial to adult literacy researchers. Using data from 174 adults participating in adult basic education and secondary education programs, the authors performed a path analysis of component skills' contribution to reading comprehension. The findings are clear that existing reading models do not describe this population. The implications are discussed in terms of instructional and curricular interventions. (Contains 5 tables and 2 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