ERIC Number: EJ1257143
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0163-853X
EISSN: N/A
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.
Discourse Processes: A Multidisciplinary Journal, v57 n5-6 p473-490 2020
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was 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. [For the corresponding grantee submission, see ED605675.]
Descriptors: College Readiness, Two Year College Students, Reading Skills, Inferences, Reading Comprehension, Literacy Education, Remedial Reading, College Freshmen, Reading Difficulties, Barriers, Decoding (Reading), Word Recognition, Syntax, Vocabulary, Morphology (Languages), Sentences, Reading Strategies, Student Characteristics, Writing Skills
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes