Description

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance.

Reuse Permissions
  • application/pdf

    Download count: 0

    Details

    Date Created
    • 2016-02-04
    Resource Type
  • Text
  • Collections this item is in
    Identifier
    • Digital object identifier: 10.3389/fpsyg.2016.00086
    • Identifier Type
      International standard serial number
      Identifier Value
      1664-1078

    Citation and reuse

    Cite this item

    This is a suggested citation. Consult the appropriate style guide for specific citation guidelines.

    Tighe, E. L., & Schatschneider, C. (2016). Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students. Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.00086

    Machine-readable links