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 adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension.
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Contributors
- Tighe, Elizabeth (Author)
- Schatschneider, Christopher (Author)
- ASU-SFI Center for Biosocial Complex Systems (Contributor)
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2016-02-04
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- Digital object identifier: 10.3389/fpsyg.2016.00086
- Identifier TypeInternational standard serial numberIdentifier Value1664-1078
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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