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Identifying Profiles of Struggling Adult Readers: Relative Strengths and Weaknesses in Lower-Level and Higher-Level Competencies
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Talwar, Amani; Greenberg, Daphne; Li, Hongli – Reading and Writing: An Interdisciplinary Journal, 2020
A major challenge in research with struggling adult readers is their heterogeneity in reading-related competencies and demographic characteristics. The purpose of this investigation was to identify unique profiles of skill sets among struggling adult readers and explore informative demographic differences between profiles. Using latent class…
Descriptors: Reading Difficulties, Adults, Reading Skills, Individual Characteristics
Identifying Profiles of Struggling Adult Readers: Relative Strengths and Weaknesses in Lower-Level and Higher-Level Competencies
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Talwar, Amani; Greenberg, Daphne; Li, Hongli – Grantee Submission, 2020
A major challenge in research with struggling adult readers is their heterogeneity in reading-related competencies and demographic characteristics. The purpose of this investigation was to identify unique profiles of skill sets among struggling adult readers and explore informative demographic differences between profiles. Using latent class…
Descriptors: Reading Difficulties, Adults, Reading Skills, Individual Characteristics
Modeling Child-Based Theoretical Reading Constructs with Struggling Adult Readers
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Nanda, Alice O.; Greenberg, Daphne; Morris, Robin – Journal of Learning Disabilities, 2010
This study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults reading between the third-and fifth-grade levels, including 127 men and 153 English speakers of other languages. Using measures of skills…
Descriptors: Adult Literacy, Reading Skills, Reading Difficulties, Factor Analysis
Single or Dual Representations for Reading and Spelling?
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Holmes, Virginia M.; Babauta, Mariko L. – Reading and Writing: An Interdisciplinary Journal, 2005
Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise…
Descriptors: Reading Skills, Spelling, Neuropsychology, Memory