ERIC Number: EJ953919
Record Type: Journal
Publication Date: 2012-Feb
Abstractor: As Provided
Reference Count: 75
Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills
MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.
Reading and Writing: An Interdisciplinary Journal, v25 n2 p587-609 Feb 2012
The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and construct validity of measures of reading component skills (MacArthur, Konold, Glutting, & Alamprese, 2010). In that investigation, confirmatory factor analysis found that a model with those 5 factors fit the data best and fit equally well for native and non-native English speakers. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. The cluster analysis found an 8-cluster solution with good internal cohesion, external isolation, and replicability across subsamples. Of the 8 subgroups, 4 had relatively flat profiles (range of mean scores across factors less than 0.5 SD), 2 had higher comprehension than decoding, and 2 had higher decoding than comprehension. Profiles were consistent with expectations regarding demographic factors. Non-native speakers were overrepresented in subgroups with relatively higher decoding and underrepresented in subgroups with relatively higher comprehension. Adults with self-reported learning disabilities were overrepresented in the lowest performing subgroup. Older adults and men were overrepresented in subgroups with lower performance. The study adds to the limited research on the reading skills of ABE learners and, from the perspective of practice, supports the importance of assessing component skills to plan instruction.
Descriptors: Investigations, Learning Disabilities, Construct Validity, Validity, Adult Basic Education, Word Recognition, Factor Analysis, Profiles, Reading Skills, Native Speakers, Decoding (Reading), Spelling, Reading Fluency, Reading Comprehension, Scores, Reliability, Multivariate Analysis, English (Second Language), Students, English, Foreign Countries, English Language Learners
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Basic Education
Authoring Institution: N/A
Identifiers - Location: United States