Underlying reading-related skills and abilities among adult learners.


:This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the Comprehensive Adult Student Assessment System. Alternatively, when measured by the Test of Adult Basic Education, Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors.


J Learn Disabil


Mellard DF,Woods KL,Md Desa ZD,Vuyk MA




Has Abstract


2015-05-01 00:00:00














  • Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis.

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    journal_title:Journal of learning disabilities

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  • Why elementary teachers might be inadequately prepared to teach reading.

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    authors: Joshi RM,Binks E,Hougen M,Dahlgren ME,Ocker-Dean E,Smith DL

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  • Teaching adolescents with learning disabilities to generate and use task-specific strategies.

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    journal_title:Journal of learning disabilities

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    authors: Solari EJ,Petscher Y,Folsom JS

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  • Phonological processes, confrontational naming, and immediate memory in dyslexia.

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    journal_title:Journal of learning disabilities

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  • Early Identification of Reading Comprehension Difficulties.

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    journal_title:Journal of learning disabilities

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    journal_title:Journal of learning disabilities

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    journal_title:Journal of learning disabilities

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    authors: Adelman HS,MacDonald VM,Nelson P,Smith DC,Taylor L

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    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Hardy BW,McIntyre CW,Brown AS,North AJ

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    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,meta分析


    authors: Tran L,Sanchez T,Arellano B,Lee Swanson H

    更新日期:2011-05-01 00:00:00