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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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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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Abstract:
The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed. ; Adults, Comprehension, Individual difference predictors of reading, Reading ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4532638.
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Keyword:
Adult; Comprehension; Humans; Literacy; Psycholinguistics; Reading
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URL: https://doi.org/10.1177/0022219414555415 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600755/datastream/TN/view/Examining%20the%20Relationships%20of%20Component%20Reading%20Skills%20to%20Reading%20Comprehension%20in%20Struggling%20Adult%20Readers.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_25350926
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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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