Relationships Among Reading Skills of Adults With Low Literacy

Abstract

In this study, confirmatory factor analyses were used to examine the interrelationships among latent factors of the Simple View of reading comprehension (word recognition and language comprehension) and hypothesized additional factors (vocabulary and reading fluency) in a sample of 476 adult learners with low literacy levels. The results provided evidence for reliable distinctions between word recognition, fluency, language comprehension, and vocabulary skills as components of reading. Even so, the data did not support the hypothesis that the Simple View needs to be expanded to include vocabulary or fluency factors, as has been posited in a few prior studies of younger and more able readers. Rather, word recognition and language comprehension alone were found to account adequately for variation in reading comprehension in adults with low literacy.

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

“…Reading is an intricate cognitive skill (Binder and Borecki 2008). Largescale programs rely heavily on teachers who often receive minimal training to enable them to respond to the assortment of reading difficulties which may present (Sabatini, Sawaki, Shore and Scarborough 2010). While no theory or model of cognitive processing is complex enough to account for all that is occurring when someone reads, there is agreement that skilled reading involves competent co-ordination of the reading components of decoding, word recognition, vocabulary knowledge, fluency and reading comprehension (National Research Council 2012, Sabatini et al 2010.…”

“…Largescale programs rely heavily on teachers who often receive minimal training to enable them to respond to the assortment of reading difficulties which may present (Sabatini, Sawaki, Shore and Scarborough 2010). While no theory or model of cognitive processing is complex enough to account for all that is occurring when someone reads, there is agreement that skilled reading involves competent co-ordination of the reading components of decoding, word recognition, vocabulary knowledge, fluency and reading comprehension (National Research Council 2012, Sabatini et al 2010. Given the complexity of the reading process, to be effective, adult reading teachers must be informed about the reading process and be able to respond to specific reading-skill needs in their teaching (Condelli, Kirshstein, Silver-Pacuilla, Reder andSpruck Wrigley 2010, National Research Council 2012).…”

Éléments pour une évaluation diagnostique des bas niveaux en littératie

“…Beaucoup militent en faveur d'une approche essentiellement anthropologique, considérant la formation d'avantage comme une réconciliation avec l'écrit qu'un apprentissage systématique des compétences (Adami, 2009 par exemple). D'autres chercheurs soulignent cependant que l'apprentissage systématique des processus de base indispensables à la reconnaissance des mots écrits peut se justifier lorsque les évaluations indiquent que ces processus ne sont pas efficients (Sabatini, Sawaki, Shore, & Scarborough, 2010). Vouloir ne pas rappeler aux personnes concernées un passé scolaire souvent douloureux est une intention fort louable et une nécessité si l'on veut les aider à reconstruire une image d'elles-mêmes qui soit positive.…”

Reflections on the need for continued research on writing

“…Also, although early identification and remediation are clear and important goals, attention to identification and intervention is equally important for those of all ages who struggle to gain writing proficiency. There is a dearth of research to inform instruction for struggling adult learners with or without learning disabilities (e.g., Kruidenier, 2002;MacArthur, 2007;Patterson, 2008;Sabatini, Sawaki, Shore, & Scarborough, 2010). In addition, as in literacy research more generally, there is a significant need for increased research on the motivational and engagement factors affecting writing across the lifespan.…”