Exploring the syntactic skills of struggling adult readers

Taylor, Nicole A.; Greenberg, Daphne; Laures‐Gore, Jacqueline; Wise, Justin C.

doi:10.1007/s11145-011-9324-9

Cited by 27 publications

(38 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In contrast, Braze et al (2007) found that a composite oral vocabulary knowledge variable accounted for an additional 6% of the reading comprehension variance beyond decoding and listening comprehension. The Braze et al (2007) finding supports the growing body of research indicating the importance of vocabulary knowledge (Fracasso et al, in press; Hall et al, 2014; Mellard et al, 2010; Taylor, Greenberg, Laures-Gore, & Wise, 2012; Tighe, 2012) to reading comprehension in ABE students. Some of these studies have found that vocabulary knowledge remained a significant predictor after controlling for other component skills: decoding (Hall et al, 2014; Taylor et al, 2012), fluency (Taylor et al, 2012), and morphological awareness (Fracasso et al, in press; Tighe, 2012).…”

Section: The Simple View Of Readingsupporting

confidence: 73%

“…Because we decided that each study would only contribute a single predictor-reading comprehension correlation per construct, we excluded predictor variables that were represented only in a single study: syntactic skills (Taylor et al, 2012), prosody (Binder et al, 2013), nonverbal reasoning (Braze et al, 2007), visual memory (Braze et al, 2007), short-term memory (Thompkins & Binder, 2003), and print experience (Braze et al, 2007). This eliminated two studies (Taylor et al, 2012; Binder et al, 2013) because these studies had overlapping samples with other included studies and did not report any further unique predictors. Thus, we included 16 articles and a total of 2,707 participants (ranging from 41 to 486 across studies, M = 169) in our final analyses.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

Tighe

Schatschneider

2014

J Learn Disabil

View full text Add to dashboard Cite

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 under-studied population. Directions for future research, the relation of our results to the children’s literature, and the implications for researchers and Adult Basic Education (ABE) programs are discussed.

show abstract

Section: The Simple View Of Readingsupporting

confidence: 73%

Section: Methodsmentioning

confidence: 99%

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

Tighe

Schatschneider

2014

J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…Several recent studies have identified morphological awareness (Tighe, 2012; Herman, Gilbert-Cote, Reilly, & Binder, 2013; Tighe & Binder, 2014; To, Tighe, & Binder, in press) and vocabulary knowledge (Tighe, 2012; Hall, Greenberg, Laures-Gore, & Pae, 2014; Mellard & Fall, 2012; Mellard, Fall, & Woods, 2010; Taylor, Greenberg, Laures-Gore, & Wise, 2012) as important component skills of reading comprehension in adults with low literacy skills. The extent to which morphological awareness and vocabulary knowledge contribute jointly and uniquely to reading comprehension has been investigated extensively with children (Kieffer & Lesaux, 2008; Ku & Anderson, 2003; Nagy, Berninger, & Abbott, 2006; Nagy, Berninger, Abbott, Vaughan, & Vermeulen, 2003; Singson, Mahony, & Mann, 2000); however, it has only been considered in a single study in the low literate adult population (Tighe, 2012).…”

mentioning

confidence: 99%

A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

Tighe

Schatschneider

2014

J Learn Disabil

View full text Add to dashboard Cite

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.

show abstract

“…In the context of this paper, we define reading comprehension from the constructivist approach as the process through which the pupils interact with text in a dynamic way in order to construct meaning from it using their background knowledge, the information inferred from the written language and the reading situation itself. August et al (2006: 222) indicate that success in reading is determined by the presence of some interrelated skills, including 'decoding skills (reading words accurately and fluently, accessing lexical representations) and knowledge in several domains (vocabulary, linguistic structure, and discourse as well as world knowledge)' (see also Snow & Matthews, 2016;Kieffer & Lesaux, 2007, 2010Taylor et al, 2011). In addition to these two skills, August et al (2002: 222) consider 'cognitive processing capacities (memory for text, accessing relevant background knowledge, drawing justified inferences)' equally important.…”

Section: Reading Comprehension: Definitions and Componentsmentioning

confidence: 99%

Reading comprehension skills of Standard 4 pupils: a comparison of private and public schools in Botswana

Letsholo

Alimi

2019

PLING

View full text Add to dashboard Cite

This paper compares the reading comprehension of standard 4 1 pupils in four primary schools, two public and two private schools in urban and rural settings in Botswana. Using a standard comprehension test administered to the pupils, the study answers two main questions: Are there significant differences between the comprehension abilities of (a) public and private school pupils, (b) rural and urban private school pupils, and (c) urban and rural public school pupils? What are the implications of the differential abilities for the pupils' academic success? The findings show that the private school pupils performed better and that the urban private school pupils were better at extracting information and making inferences, while the rural private school pupils were better at interpreting information. The study underscores three areas of need: enhancing learning environment in public schools, building a strong foundation for critical/analytical reasoning and maintaining reasonable class size.

show abstract

Exploring the syntactic skills of struggling adult readers

Cited by 27 publications

References 28 publications

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

Reading comprehension skills of Standard 4 pupils: a comparison of private and public schools in Botswana

Contact Info

Product

Resources

About