Examining the reading-related competencies of struggling adult readers: nuances across reading comprehension assessments and performance levels

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 comprehens...

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Bibliographic Details
Published in:Reading & writing 2021-06, Vol.34 (6), p.1569-1592
Main Authors: Talwar, Amani, Greenberg, Daphne, Tighe, Elizabeth L., Li, Hongli
Format: Article
Language:English
Subjects:
Achievement Tests
Adult Literacy
Adults
Comparative Analysis
Correlation
Decoding
Decoding (Reading)
Education
Fluency
Inferences
Language and Literature
Language Skills
Linguistics
Listening Comprehension
Literacy
Neurology
Oral Language
Predictor Variables
Prior Learning
Psycholinguistics
Reading Comprehension
Reading Difficulties
Reading Fluency
Reading Skills
Reading Tests
Scores
Social Sciences
Vocabulary Skills
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Summary: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.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-021-10128-7