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ERIC Number: ED605675
Record Type: Non-Journal
Publication Date: 2020
Pages: 46
Abstractor: As Provided
Relations between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
Feller, Daniel P.; Magliano, Joseph; Sabatini, John; O'Reilly, Tenaha; Kopatich, Ryan D.
Grantee Submission
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants were enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close comprehension of a text, and a scenario-based assessment that involved problem solving with texts. Results suggest that bridging inferences were predictive of performance on measures of close comprehension, whereas elaborative inferences were predictive of performance on the scenario-based assessment. In terms of enrollment in supplemental literacy programs, variability in foundational skills and inferencing did not differ as a function of enrollment in these programs. However, underprepared students in this sample had greater difficulty engaging in complex literacy tasks that involved the application of information when compared to better-prepared students. [This paper was published in "Discourse Processes" v57 n5-6 p473-490 2020.]
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A150193; R305A190063; R305F100005; R305A190522