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Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students

Title: Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students.
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Name(s): Tighe, Elizabeth L., author
Schatschneider, Christopher, professor directing dissertation
Kim, Young-Suk, 1970-, university representative
Hart, Sara, committee member
Kaschak, Michael P., committee member
Wagner, Richard K., committee member
Florida State University, degree granting institution
College of Arts and Sciences, degree granting college
Department of Psychology, degree granting department
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2015
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (98 pages)
Language(s): English
Abstract/Description: The purpose of this study was to investigate the shared and unique contributions of three metalinguistic skills to the word reading and reading comprehension abilities of Adult Basic Education (ABE) students. Across studies, the metalinguistic skills of phonological awareness, morphological awareness, and orthographic knowledge have emerged individually as important predictors of ABE students' word reading and reading comprehension skills. In contrast to the children's literature, no studies have simultaneously included and considered the shared and unique predictive utility of all three metalinguistic skills to reading skills in ABE students. In addition, the study examined whether the relations of the three metalinguistic skills to reading comprehension were mediated by decoding and vocabulary knowledge. Jointly, the best fitting models indicated that the predictors accounted for 64% of the word reading variance and 91% of the reading comprehension variance. The metalinguistic skills did not emerge as uniquely predictive of word reading or reading comprehension skills; however, all three metalinguistic skills were significantly, indirectly related to reading comprehension via decoding and vocabulary knowledge as mediators. These results help to develop a more comprehensive model of the underlying component processes involved in ABE students' word reading and reading comprehension skills. The findings also may inform instructional practices and future intervention research in ABE programs.
Identifier: FSU_migr_etd-9511 (IID)
Submitted Note: A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Summer Semester 2015.
Date of Defense: June 8, 2015.
Keywords: Adult Basic Education, Decoding, Metalinguistic Skills, Reading Comprehension, Vocabulary Knowledge
Bibliography Note: Includes bibliographical references.
Advisory Committee: Christopher Schatschneider, Professor Directing Dissertation; Young-Suk Grace Kim, University Representative; Sara A. Hart, Committee Member; Michael P. Kaschak, Committee Member; Richard K. Wagner, Committee Member.
Subject(s): Cognitive psychology
Adult education
Developmental psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9511
Owner Institution: FSU

Choose the citation style.
Tighe, E. L. (2015). Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9511