Abstract
The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components’ contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language comprehension, memory, and fluency errors (which was nonsignificant). Differences existed in the degree to which the three significant components contributed to variance by adults’ functional reading level. These differences demonstrate a progression in which lowest ability readers seem to primarily draw on word skills and secondarily on memory, mid-level readers begin to integrate language comprehension skills with word reading and memory, and better readers engage in a balance of all three skills and abilities, yet remain below the 25th percentile in reading comprehension. Intervention developers and instructors are encouraged to not view this population as homogeneous but rather to be sensitive to the differences in reading behaviors among adult education participants.
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