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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
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An investigation of morphological awareness and processing in adults with low literacy
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Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers
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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
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Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students: A Dominance Analysis Approach.
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Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
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Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.
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Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students
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A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
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Abstract:
The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. ; Adult basic education, Morphological awareness, Quantile regression, Reading comprehension, Vocabulary knowledge ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4558398.
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Keyword:
Adolescent; Adult; Aged; Awareness; Comprehension; Female; Humans; Male; Middle Aged; Psycholinguistics; Reading; Regression Analysis; Vocabulary; Young Adult
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A600756/datastream/TN/view/Quantile%20Regression%20Approach%20to%20Understanding%20the%20Relations%20Among%20Morphological%20Awareness,%20Vocabulary,%20and%20Reading%20Comprehension%20in%20Adult%20Basic%20Education%20Students.jpg https://doi.org/10.1177/0022219414556771 http://purl.flvc.org/fsu/fd/FSU_pmch_25351773
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Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
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Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.
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An investigation of morphological awareness and processing in adults with low literacy.
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Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers.
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An Investigation of the Dimensionality of Morphological and Vocabulary Knowledge in Adult Basic Education Students
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