CINXE.COM

<!DOCTYPE html> <html> <head> <script async src="https://www.googletagmanager.com/gtag/js?id=G-Q61Y5YWXL4"></script><script>window.dataLayer=window.dataLayer || [];function gtag(){dataLayer.push(arguments);}gtag('js',new Date());gtag('config','G-Q61Y5YWXL4',{'ericID':'EJ1295496'});</script><title>ERIC - EJ1295496 - Examining the Reading-Related Competencies of Struggling Adult Readers: Nuances across Reading Comprehension Assessments and Performance Levels, Reading and Writing: An Interdisciplinary Journal, 2021-Jun</title><meta name="description" content="Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across"><meta name="citation_abstract" content="Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across"> <meta name="eric #" content="EJ1295496" /> <meta name="citation_title" content="Examining the Reading-Related Competencies of Struggling Adult Readers: Nuances across Reading Comprehension Assessments and Performance Levels." /> <meta name="citation_author" content="Talwar, Amani" /> <meta name="citation_author" content="Greenberg, Daphne" /> <meta name="citation_author" content="Tighe, Elizabeth L." /> <meta name="citation_author" content="Li, Hongli" /> <meta name="citation_volume" content="34" /> <meta name="citation_issue" content="6" /> <meta name="citation_firstpage" content="1569" /> <meta name="citation_lastpage" content="1592" /> <meta name="descriptors" content="Reading Comprehension; Reading Tests; Language Skills; Reading Difficulties; Adults; Oral Language; Vocabulary Skills; Decoding (Reading); Predictor Variables; Scores; Models; Listening Comprehension; Reading Fluency; Inferences; Prior Learning; Comparative Analysis; Correlation; Adult Literacy; Achievement Tests; Reading Skills" /> <meta name="citation_keywords" content="Reading Comprehension; Reading Tests; Language Skills; Reading Difficulties; Adults; Oral Language; Vocabulary Skills; Decoding (Reading); Predictor Variables; Scores; Models; Listening Comprehension; Reading Fluency; Inferences; Prior Learning; Comparative Analysis; Correlation; Adult Literacy; Achievement Tests; Reading Skills" /> <meta name="citation_journal_title" content="Reading and Writing: An Interdisciplinary Journal" /> <meta name="journal citation" content="v34 n6 p1569-1592 Jun 2021" /> <meta name="citation_publication_date" content="2021/06/00" /> <meta name="citation_issn" content="ISSN-0922-4777" /> <meta name="citation_publisher" content="Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/" /> <meta name="citation_language" content="en" /> <meta name="languages" content="English" /> <meta name="source" content="Journal" /> <meta name="level" content="3" /> <meta name="sponsors" content="Institute of Education Sciences (ED)" /> <meta name="grant_or_contract_number" content="R305C120001" /> <meta name="page-topic" content="Reading Comprehension; Reading Tests; Language Skills; Reading Difficulties; Adults; Oral Language; Vocabulary Skills; Decoding (Reading); Predictor Variables; Scores; Models; Listening Comprehension; Reading Fluency; Inferences; Prior Learning; Comparative Analysis; Correlation; Adult Literacy; Achievement Tests; Reading Skills" /> <meta name="page-type" content="" /> <meta name="rating" content="All" /><link rel="shortcut icon" href="favicon.ico" type="image/x-icon" /><link rel="stylesheet" href="css/eric.css?v=0.9" media="all"><link rel="image_src" href="img/icon_fbshare.png"><script type="text/javascript" src="js/jquery-3.5.1.min.js"></script><script type="text/javascript" src="js/respond.min.js"></script><script type="text/javascript" src="js/eric.js?v=0.8"></script> <script type="text/javascript">$(function() {dser();});</script> </head> <body id="bdyMain"> <div id="main"> <div id="actionbar"><a href="?note">Notes</a><a href="?faq">FAQ</a><a href="?contact">Contact Us</a></div><div id="logo"><a href="?" id="aHome" title="ERIC Home"><img src="img/eric_results.png" id="imgLogo" alt="ERIC - Institute of Education Sciences" /></a></div> <div id="sbar"> <form id="f"> <div> <div id="tab1" class="sTab"><span>Collection</span></div> <div id="tab1b" class="sTab"><a href="#thesaurus">Thesaurus</a></div> <a id="atips" href="?advanced">Advanced<br />Search Tips</a> <input id="s" type="text" name="q" placeholder="Search education resources" /> <input type="submit" value="Search" /> </div> <div id="sopt"> <label><input type="checkbox" name="pr" /> Peer reviewed only</label> <label><input type="checkbox" name="ft" /> Full text available on ERIC</label> </div> </form> <form id="ft" style="display:none"> <div> <div id="tab2b" class="sTab"><a href="#collection">Collection</a></div> <div id="tab2" class="sTab"><span>Thesaurus</span></div> <a id="attips" href="?ti=all">Browse<br />Thesaurus</a> <input id="st" type="text" name="qt" placeholder="Search thesaurus descriptors" /> <input type="submit" value="Search" /> </div> <div id="soptt"> <label><input type="checkbox" name="ts" /> Include Synonyms</label> <label><input type="checkbox" name="td" /> Include Dead terms</label> </div> </form> </div> <div id="i"><div id="details" class="record"><div><a href="?q=%22R305C120001%22" style="font-size:0.8em;">Back to results</a></div><div id="r_colR"><div class="r_f"><img src="img/reviewed_large.png" alt="Peer reviewed" /> Peer reviewed<br /><a target="_blank" title="http://dx.doi.org/10.1007/s11145-021-10128-7" href="?redir=http%3a%2f%2fdx.doi.org%2f10.1007%2fs11145-021-10128-7"><img src="img/directLink.png" alt="Direct link" />Direct link</a><br /></div><div style="font-size:0.8em;padding-top:4px;padding-left:8px"><div><strong>ERIC Number:</strong> EJ1295496</div><div><strong>Record Type:</strong> Journal</div><div><strong>Publication Date:</strong> 2021-Jun</div><div><strong>Pages:</strong> 24</div><div><strong>Abstractor:</strong> As Provided</div><div><strong>ISBN:</strong> N/A</div><div><strong>ISSN:</strong> ISSN-0922-4777</div><div><strong>EISSN:</strong> N/A</div></div></div><div class="title">Examining the Reading-Related Competencies of Struggling Adult Readers: Nuances across Reading Comprehension Assessments and Performance Levels</div><div class="r_a"><div style="margin:0;padding:4px 0"><a target="_blank" title="http://orcid.org/0000-0003-0338-5906" href="?redir=http%3a%2f%2forcid.org%2f0000-0003-0338-5906">Talwar, Amani</a>; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli</div><div style="margin:0;color:#222;"><cite>Reading and Writing: An Interdisciplinary Journal</cite>, v34 n6 p1569-1592 Jun 2021</div></div><div><div style="margin-right:232px"><div class="abstract">Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across performance levels on one or more tests. Implications for instruction, assessment, and future research are discussed. [For the corresponding grantee submission, see ED610419.]</div><div class="keywords">Descriptors: <a href="?ti=Reading+Comprehension">Reading Comprehension</a>, <a href="?ti=Reading+Tests">Reading Tests</a>, <a href="?ti=Language+Skills">Language Skills</a>, <a href="?ti=Reading+Difficulties">Reading Difficulties</a>, <a href="?ti=Adults">Adults</a>, <a href="?ti=Oral+Language">Oral Language</a>, <a href="?ti=Vocabulary+Skills">Vocabulary Skills</a>, <a href="?ti=Decoding+(Reading)">Decoding (Reading)</a>, <a href="?ti=Predictor+Variables">Predictor Variables</a>, <a href="?ti=Scores">Scores</a>, <a href="?ti=Models">Models</a>, <a href="?ti=Listening+Comprehension">Listening Comprehension</a>, <a href="?ti=Reading+Fluency">Reading Fluency</a>, <a href="?ti=Inferences">Inferences</a>, <a href="?ti=Prior+Learning">Prior Learning</a>, <a href="?ti=Comparative+Analysis">Comparative Analysis</a>, <a href="?ti=Correlation">Correlation</a>, <a href="?ti=Adult+Literacy">Adult Literacy</a>, <a href="?ti=Achievement+Tests">Achievement Tests</a>, <a href="?ti=Reading+Skills">Reading Skills</a></div><div style="font-style:italic;font-size:0.9em">Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/</div></div></div><div class="clear"></div><div class="sInfo"><div><div><strong>Publication Type:</strong> Journal Articles; Reports - Research</div><div><strong>Education Level:</strong> N/A</div><div><strong>Audience:</strong> N/A</div><div><strong>Language:</strong> English</div><div><strong>Sponsor:</strong> Institute of Education Sciences (ED)</div><div><strong>Authoring Institution:</strong> N/A</div><div><strong>Identifiers - Assessments and Surveys:</strong> Woodcock Johnson Tests of Achievement</div><div><strong>IES Funded:</strong> Yes</div><div><strong>Grant or Contract Numbers:</strong> <a target="_blank" title="https://ies.ed.gov/funding/grantsearch/details.asp?ID=1343" href="https://ies.ed.gov/funding/grantsearch/details.asp?ID=1343">R305C120001</a></div></div></div><div class="clear" style="margin:0"></div></div></div> <div id="divFooter"><div id="ftrPadding"><div id="ftr"><div id="ftrSocial"> <a href="http://www.facebook.com/SearchEduResources" id="facebook" style="padding-bottom:5px"><img src="img/icon_facebook.gif" alt="Facebook" width="16" height="16" border="0"></a> <a href="http://www.twitter.com/ERICinfo" id="twitter"><img src="img/icon_twitter.gif" alt="Twitter" width="16" height="16" border="0"></a></div><div id="ftrLogos"><a href="http://www.ed.gov"><img src="img/logo_ed.gif" alt="Department of Education"></a><a href="http://ies.ed.gov"><img src="img/logo_ies.gif" alt="Institute of Education Statistics"></a></div><div id="centerLinks"><a href="?privacy">Privacy</a> | <a href="?copyright">Copyright</a> | <a href="?contact">Contact Us</a> | <a href="?selection">Selection Policy</a> | <a href="?api">API</a> | <a href="metrics">Metrics</a><div><a href="?journals">Journals</a> | <a href="?nonjournals">Non-Journals</a> | <a href="?download">Download</a> | <a href="submit">Submit</a> | <a href="?multimedia">Multimedia</a> | <a href="?widget">Widget</a></div></div></div><script id="_fed_an_ua_tag" language="javascript" type="text/javascript" src="/js/Universal-Federated-Analytics-Min.js?pga4=55622235&agency=ED&subagency=ERIC"></script></div></div> </div> <script type="text/javascript">//<![CDATA[ if(self!=top) {top.location=self.location;} //]]></script> </body> </html>