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ERIC Number: ED582388
Record Type: Non-Journal
Publication Date: 2018-Mar-27
Pages: 36
Abstractor: As Provided
Augmenting the Simple View of Reading for Struggling Adult Readers: A Unique Role for Background Knowledge
Talwar, Amani; Tighe, Elizabeth L.; Greenberg, Daphne
Grantee Submission
This study explored the background knowledge (BK) and reading comprehension (RC) relationship for struggling adult readers. Using confirmatory factor analyses, a single-factor BK model exhibited better fit than a two-factor model separating academic knowledge and general information, which indicates that BK represents a unidimensional construct for this population. Additionally, one measure of oral vocabulary loaded with a latent factor of BK, which was separable from a latent factor of two additional oral vocabulary subtests. Using structural equation modeling, we found that BK exhibited a direct effect on RC after controlling for participants' grade level, decoding, listening comprehension, and oral vocabulary. [This paper was published in "Scientific Studies of Reading."]
Publication Type: Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Clinical Evaluation of Language Fundamentals
IES Funded: Yes
Grant or Contract Numbers: R305C120001