Expanding the Simple View of Reading in Accounting for Reading Skills in Community College Students

Autor/inn/en	Macaruso, Paul; Shankweiler, Donald
Titel	Expanding the Simple View of Reading in Accounting for Reading Skills in Community College Students
Quelle	In: Reading Psychology, 31 (2010) 5, S.454-471 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Reading Skills; Accounting; Community Colleges; College Students; Reading Fluency; Phonological Awareness; Short Term Memory; Reading Comprehension; Listening Comprehension; Decoding (Reading); Vocabulary; Oral Language; Nonverbal Ability; Thinking Skills; Identification; Remedial Reading; Adult Students; Peabody Individual Achievement Test; Peabody Picture Vocabulary Test; Stanford Diagnostic Reading Test; Wechsler Adult Intelligence Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Abrechnung; Buchführung; Buchhaltung; Community college; Community College; Collegestudent; Kurzzeitgedächtnis; Leseverstehen; Hörverständnis; Dekodierung; Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Denkfähigkeit; Identifikation; Identifizierung; Leseförderung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	The simple view of reading (Gough & Tunmer, 1986) proposes that listening comprehension and decoding, properly measured, can account for all of the variance in reading comprehension. We assessed the simple view in community college students. In addition to listening comprehension and decoding, we included measures of oral vocabulary, nonverbal reasoning, phonological awareness, reading fluency, and verbal working memory. In combination, the measures yielded an R[superscript 2] of 0.48, but only listening comprehension and reading fluency made independent contributions to reading comprehension. Predictors that best distinguished less skilled from average readers were phonological awareness and verbal working memory. These findings suggest a need to expand the simple view in accounting for individual differences among adult readers. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10