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Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.
|Title:||Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.||
Tighe, Elizabeth L, author
Schatschneider, Christopher, author
|Type of Resource:||text|
|Extent:||1 online resource|
|Abstract/Description:||This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.|
|Identifier:||FSU_pmch_26869981 (IID), 10.3389/fpsyg.2016.00086 (DOI), PMC4740397 (PMCID), 26869981 (RID), 26869981 (EID)|
|Keywords:||Adult basic education, Morphological awareness, Reading comprehension, Structural equation modeling, Vocabulary knowledge|
|Publication Note:||This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4740397.|
|Persistent Link to This Record:||http://purl.flvc.org/fsu/fd/FSU_pmch_26869981|
|Is Part Of:||
Frontiers in psychology.
Tighe, E. L., & Schatschneider, C. (2016). Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students. Frontiers In Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26869981