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Correction to: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>]
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DNB Subject Category Language
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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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Abstract:
This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population. ; Adult basic education, Morphological awareness, Reading comprehension, Structural equation modeling, Vocabulary knowledge ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4740397.
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_26869981 https://doi.org/10.3389/fpsyg.2016.00086 http://diginole.lib.fsu.edu/islandora/object/fsu%3A621035/datastream/TN/view/Modeling%20the%20Relations%20Among%20Morphological%20Awareness%20Dimensions,%20Vocabulary%20Knowledge,%20and%20Reading%20Comprehension%20in%20Adult%20Basic%20Education%20Students.jpg
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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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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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BASE
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An Investigation of the Dimensionality of Morphological and Vocabulary Knowledge in Adult Basic Education Students
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