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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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Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
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Abstract:
The purpose of this study was to investigate the shared and unique contributions of three metalinguistic skills to the word reading and reading comprehension abilities of Adult Basic Education (ABE) students. Across studies, the metalinguistic skills of phonological awareness, morphological awareness, and orthographic knowledge have emerged individually as important predictors of ABE students' word reading and reading comprehension skills. In contrast to the children's literature, no studies have simultaneously included and considered the shared and unique predictive utility of all three metalinguistic skills to reading skills in ABE students. In addition, the study examined whether the relations of the three metalinguistic skills to reading comprehension were mediated by decoding and vocabulary knowledge. Jointly, the best fitting models indicated that the predictors accounted for 64% of the word reading variance and 91% of the reading comprehension variance. The metalinguistic skills did not emerge as uniquely predictive of word reading or reading comprehension skills; however, all three metalinguistic skills were significantly, indirectly related to reading comprehension via decoding and vocabulary knowledge as mediators. These results help to develop a more comprehensive model of the underlying component processes involved in ABE students' word reading and reading comprehension skills. The findings also may inform instructional practices and future intervention research in ABE programs. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Summer Semester 2015. ; June 8, 2015. ; Adult Basic Education, Decoding, Metalinguistic Skills, Reading Comprehension, Vocabulary Knowledge ; Includes bibliographical references. ; Christopher Schatschneider, Professor Directing Dissertation; Young-Suk Grace Kim, University Representative; Sara A. Hart, Committee Member; Michael P. Kaschak, Committee Member; Richard K. Wagner, Committee Member.
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Keyword:
Adult education; Cognitive psychology; Developmental psychology
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A253162/datastream/TN/view/Assessing%20the%20Importance%20of%20Metalinguistic%20Skills%20to%20the%20Word%20Reading%20and%20Reading%20Comprehension%20Abilities%20of%20Adult%20Basic%20Education%20Students.jpg http://purl.flvc.org/fsu/fd/FSU_migr_etd-9511
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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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