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

Title: Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.
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Name(s): Tighe, Elizabeth L, author
Schatschneider, Christopher, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-07-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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 understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed.
Identifier: FSU_pmch_25350926 (IID), 10.1177/0022219414555415 (DOI), PMC4532638 (PMCID), 25350926 (RID), 25350926 (EID), 0022219414555415 (PII)
Keywords: Adults, Comprehension, Individual difference predictors of reading, Reading
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4532638.
Subject(s): Adult
Comprehension
Humans
Literacy
Psycholinguistics
Reading
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25350926
Owner Institution: FSU
Is Part Of: Journal of learning disabilities.
1538-4780
Issue: iss. 4, vol. 49

Choose the citation style.
Tighe, E. L., & Schatschneider, C. (2016). Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis. Journal Of Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25350926