Abstract
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.
Highlights
There is a relative dearth of rigorous research investigating the component reading skills of struggling adult readers
Modeling Predictors of Reading Comprehension dimensions of morphological awareness that were separable from vocabulary knowledge in a sample of adult basic education (ABE) students
The first aim of the current study was to follow-up on the dimensions of morphological awareness proposed in Tighe and Schatschneider (2015) by comparing a model that treated morphological awareness as unidimensional to a model that treated morphological awareness as two-dimensional in predicting reading comprehension
Summary
There is a relative dearth of rigorous research investigating the component reading skills of struggling adult readers. Modeling Predictors of Reading Comprehension dimensions of morphological awareness (real word morphological awareness and pseudoword morphological awareness) that were separable from vocabulary knowledge in a sample of adult basic education (ABE) students. The current study addressed previous limitations and extended the results of Tighe and Schatschneider (2015) by including separate dimensions of morphological awareness as well as vocabulary knowledge to estimate the unique and shared contributions of these constructs to reading comprehension in a sample of ABE students.
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