Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors
Despite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have...
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| Vydáno v: | Frontiers in psychology Ročník 15; s. 1422896 |
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Frontiers Media S.A
04.09.2024
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| ISSN: | 1664-1078, 1664-1078 |
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| Abstract | Despite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored. Socioeconomic, sociodemographic, and reading-related (i.e., linguistic) factors, especially of English-speaking participants and thus users of an opaque orthography, were often assessed. The goal of this study was to examine which linguistic, domain-general, or numerical factors predict substandard complex text reading as the core symptom of low literacy skills in adulthood.
To this end, we assessed a group of German-speaking participants-users of a transparent orthography-who are at risk for complex text reading deficits.
The results indicated that linguistic variables (reduced word/pseudoword reading, weaker oral semantic and grammatical comprehension), working memory, and age predicted lower performance in text comprehension. This model explained 73% of the total variance, indicating that most of the deficits in complex text reading can be explained by a group of basic underlying linguistic and domain-general factors.
We conclude that interventions for adults with low literacy skills and others at risk for complex text reading deficits should address word/pseudoword reading and focus on both written and oral comprehension. |
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| AbstractList | IntroductionDespite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored. Socioeconomic, sociodemographic, and reading-related (i.e., linguistic) factors, especially of English-speaking participants and thus users of an opaque orthography, were often assessed. The goal of this study was to examine which linguistic, domain-general, or numerical factors predict substandard complex text reading as the core symptom of low literacy skills in adulthood.MethodsTo this end, we assessed a group of German-speaking participants—users of a transparent orthography—who are at risk for complex text reading deficits.ResultsThe results indicated that linguistic variables (reduced word/pseudoword reading, weaker oral semantic and grammatical comprehension), working memory, and age predicted lower performance in text comprehension. This model explained 73% of the total variance, indicating that most of the deficits in complex text reading can be explained by a group of basic underlying linguistic and domain-general factors.DiscussionWe conclude that interventions for adults with low literacy skills and others at risk for complex text reading deficits should address word/pseudoword reading and focus on both written and oral comprehension. Despite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored. Socioeconomic, sociodemographic, and reading-related (i.e., linguistic) factors, especially of English-speaking participants and thus users of an opaque orthography, were often assessed. The goal of this study was to examine which linguistic, domain-general, or numerical factors predict substandard complex text reading as the core symptom of low literacy skills in adulthood.IntroductionDespite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored. Socioeconomic, sociodemographic, and reading-related (i.e., linguistic) factors, especially of English-speaking participants and thus users of an opaque orthography, were often assessed. The goal of this study was to examine which linguistic, domain-general, or numerical factors predict substandard complex text reading as the core symptom of low literacy skills in adulthood.To this end, we assessed a group of German-speaking participants-users of a transparent orthography-who are at risk for complex text reading deficits.MethodsTo this end, we assessed a group of German-speaking participants-users of a transparent orthography-who are at risk for complex text reading deficits.The results indicated that linguistic variables (reduced word/pseudoword reading, weaker oral semantic and grammatical comprehension), working memory, and age predicted lower performance in text comprehension. This model explained 73% of the total variance, indicating that most of the deficits in complex text reading can be explained by a group of basic underlying linguistic and domain-general factors.ResultsThe results indicated that linguistic variables (reduced word/pseudoword reading, weaker oral semantic and grammatical comprehension), working memory, and age predicted lower performance in text comprehension. This model explained 73% of the total variance, indicating that most of the deficits in complex text reading can be explained by a group of basic underlying linguistic and domain-general factors.We conclude that interventions for adults with low literacy skills and others at risk for complex text reading deficits should address word/pseudoword reading and focus on both written and oral comprehension.DiscussionWe conclude that interventions for adults with low literacy skills and others at risk for complex text reading deficits should address word/pseudoword reading and focus on both written and oral comprehension. Despite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored. Socioeconomic, sociodemographic, and reading-related (i.e., linguistic) factors, especially of English-speaking participants and thus users of an opaque orthography, were often assessed. The goal of this study was to examine which linguistic, domain-general, or numerical factors predict substandard complex text reading as the core symptom of low literacy skills in adulthood. To this end, we assessed a group of German-speaking participants-users of a transparent orthography-who are at risk for complex text reading deficits. The results indicated that linguistic variables (reduced word/pseudoword reading, weaker oral semantic and grammatical comprehension), working memory, and age predicted lower performance in text comprehension. This model explained 73% of the total variance, indicating that most of the deficits in complex text reading can be explained by a group of basic underlying linguistic and domain-general factors. We conclude that interventions for adults with low literacy skills and others at risk for complex text reading deficits should address word/pseudoword reading and focus on both written and oral comprehension. |
| Author | Schrader, Josef Schröter, Hannes Sahlender, Moritz Nuerk, Hans-Christoph Nagengast, Benjamin Vágvölgyi, Réka Dresler, Thomas |
| AuthorAffiliation | 9 Department of Psychology, University of Tuebingen , Tuebingen , Germany 7 German Center for Mental Health (DZPG), Partner Site Tuebingen , Tuebingen , Germany 1 Cognitive and Developmental Psychology Unit, Centre for Cognitive Science, RPTU Kaiserslautern-Landau , Kaiserslautern , Germany 4 Hector Research Institute of Education Sciences and Psychology, University of Tuebingen , Tuebingen , Germany 3 Adult Cognition and Learning, Faculty of Psychology, FernUniversität in Hagen , Hagen , Germany 2 German Institute for Adult Education - Leibniz Centre for Lifelong Learning (Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen e.V.) , Bonn , Germany 8 Department of Education, University of Tuebingen , Tuebingen , Germany 6 Department of Psychiatry and Psychotherapy, University of Tuebingen , Tuebingen , Germany 5 LEAD Graduate School & Research Network, University of Tuebingen , Tuebingen , Germany |
| AuthorAffiliation_xml | – name: 8 Department of Education, University of Tuebingen , Tuebingen , Germany – name: 6 Department of Psychiatry and Psychotherapy, University of Tuebingen , Tuebingen , Germany – name: 2 German Institute for Adult Education - Leibniz Centre for Lifelong Learning (Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen e.V.) , Bonn , Germany – name: 5 LEAD Graduate School & Research Network, University of Tuebingen , Tuebingen , Germany – name: 7 German Center for Mental Health (DZPG), Partner Site Tuebingen , Tuebingen , Germany – name: 1 Cognitive and Developmental Psychology Unit, Centre for Cognitive Science, RPTU Kaiserslautern-Landau , Kaiserslautern , Germany – name: 4 Hector Research Institute of Education Sciences and Psychology, University of Tuebingen , Tuebingen , Germany – name: 9 Department of Psychology, University of Tuebingen , Tuebingen , Germany – name: 3 Adult Cognition and Learning, Faculty of Psychology, FernUniversität in Hagen , Hagen , Germany |
| Author_xml | – sequence: 1 givenname: Réka surname: Vágvölgyi fullname: Vágvölgyi, Réka – sequence: 2 givenname: Moritz surname: Sahlender fullname: Sahlender, Moritz – sequence: 3 givenname: Hannes surname: Schröter fullname: Schröter, Hannes – sequence: 4 givenname: Benjamin surname: Nagengast fullname: Nagengast, Benjamin – sequence: 5 givenname: Thomas surname: Dresler fullname: Dresler, Thomas – sequence: 6 givenname: Josef surname: Schrader fullname: Schrader, Josef – sequence: 7 givenname: Hans-Christoph surname: Nuerk fullname: Nuerk, Hans-Christoph |
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| Keywords | domain-general functions functional illiteracy numeracy text comprehension poor reading adults transparent orthography low literacy struggling adult readers |
| Language | English |
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| Title | Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors |
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