Reading Component Skills of Learners in Adult Basic Education
The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures...
Gespeichert in:
| Veröffentlicht in: | Journal of learning disabilities Jg. 43; H. 2; S. 108 - 121 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
Los Angeles, CA
SAGE Publications
01.03.2010
SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC |
| Schlagworte: | |
| ISSN: | 0022-2194, 1538-4780, 1538-4780 |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Abstract | The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. |
|---|---|
| AbstractList | The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. [PUBLICATION ABSTRACT] The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners including both native and non-native English speakers and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with non-native speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test 3 models: A 2-factor model with print and meaning factors; a 3-factor model that separated out a fluency factor; and a 5-factor model based on the hypothesized constructs. The 5-factor model fit best. In addition, the CFA model fit both native and non-native populations equally well without modification showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and non-native samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than the non-native sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. (Contains 5 tables and 1 figure.) The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. Adapted from the source document. The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed.The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test three models: a two-factor model with print and meaning factors; a three-factor model that separated out a fluency factor; and a five-factor model based on the hypothesized constructs. The five-factor model fit best. In addition, the CFA model fit both native and nonnative populations equally well without modification, showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and nonnative samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than did the nonnative sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. |
| Audience | Adult Basic Education Adult Education |
| Author | MacArthur, Charles A. Konold, Timothy R. Glutting, Joseph J. Alamprese, Judith A. |
| Author_xml | – sequence: 1 givenname: Charles A. surname: MacArthur fullname: MacArthur, Charles A. organization: University of Delaware, Newark, DE, USA – sequence: 2 givenname: Timothy R. surname: Konold fullname: Konold, Timothy R. organization: University of Virginia, Charlottesville, VA, USA – sequence: 3 givenname: Joseph J. surname: Glutting fullname: Glutting, Joseph J. organization: University of Delaware, Newark, DE, USA – sequence: 4 givenname: Judith A. surname: Alamprese fullname: Alamprese, Judith A. organization: Abt Associates Inc., Bethesda, MD, USA |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ875679$$DView record in ERIC https://www.ncbi.nlm.nih.gov/pubmed/20179306$$D View this record in MEDLINE/PubMed |
| BookMark | eNqFkslvEzEYxS1URNPAnQNCo156GvDu8QGkNgotKBISy9nyeAkuEzvYM0j893VIW5VIwMmH93vP33YCjmKKDoDnCL5CSIjXEGKMkaRQEiYJxY_ADDHStVR08AjMdnK704_BSSnXEEKKBX8CjjFEQhLIZ-DNJ6dtiOtmkTbbGh7H5vP3MAylSb5ZOZ2jy6UJsTm30zA2F7oE0yztZPQYUnwKHns9FPfs9p2Dr--WXxZX7erj5fvF-ao1VKCx9dL3Agrbi95owansPRUeUUct7iWnzGIves2h9Y55JgVDkPUS-Y56w70lc_B2n7ud-o2zppaZ9aC2OWx0_qWSDupPJYZvap1-KoIk51zUgLPbgJx-TK6MahOKccOgo0tTUR3HTCIu0X9JQQiqoR2p5OkBeZ2mHOscVB05JpDR3ccvH1Z-X_LdBirwYg-4HMy9vPzQCcYrMQd8L5ucSsnOKxPG37OvfYZBIah2l6AOL6Ea4YHxLvsflnZvKXrtHjTzN_4Gp8q-yA |
| CODEN | JLDIAD |
| CitedBy_id | crossref_primary_10_1002_jaal_1349 crossref_primary_10_1111_lit_12168 crossref_primary_10_5328_cter37_2_141 crossref_primary_10_1177_0022219415609187 crossref_primary_10_1177_0022219414556771 crossref_primary_10_3390_languages6030127 crossref_primary_10_1007_s41809_021_00074_9 crossref_primary_10_1177_0741713620952348 crossref_primary_10_1177_1744629521999548 crossref_primary_10_1177_0022219411426859 crossref_primary_10_3102_0034654313499616 crossref_primary_10_1002_jaal_984 crossref_primary_10_1007_s11145_018_9881_2 crossref_primary_10_1177_0022219413500813 crossref_primary_10_1177_0022219411426856 crossref_primary_10_1080_10888438_2019_1671849 crossref_primary_10_1177_0022219409359346 crossref_primary_10_1002_ace_20243 crossref_primary_10_1177_0022219409359341 crossref_primary_10_1007_s11618_018_0853_8 crossref_primary_10_1007_s11145_016_9657_5 crossref_primary_10_1111_1467_9817_12426 crossref_primary_10_1007_s11145_022_10384_1 crossref_primary_10_3389_fpsyg_2016_01617 crossref_primary_10_1177_0022219414555415 crossref_primary_10_1016_j_cognition_2015_10_009 crossref_primary_10_1080_19345747_2011_555290 crossref_primary_10_1111_1467_9817_12014 crossref_primary_10_1111_1467_9817_12034 crossref_primary_10_1111_j_1540_5826_2012_00358_x crossref_primary_10_1007_s40955_024_00283_z crossref_primary_10_1007_s11145_020_10038_0 crossref_primary_10_1111_1467_9817_12093 crossref_primary_10_1177_0022219414538513 crossref_primary_10_1007_s11145_012_9385_4 crossref_primary_10_1080_19345747_2011_555294 crossref_primary_10_1080_10888438_2018_1450410 crossref_primary_10_1007_BF03652003 crossref_primary_10_1007_s40955_024_00290_0 crossref_primary_10_1111_ecc_13590 crossref_primary_10_1017_S0142716413000222 crossref_primary_10_1177_0731948711429197 crossref_primary_10_1111_ldrp_12008 crossref_primary_10_1007_s11145_010_9287_2 crossref_primary_10_3389_fpsyg_2024_1422896 crossref_primary_10_1080_10888438_2017_1287188 |
| Cites_doi | 10.1207/S1532799XSSR0603_4 10.1207/S1532799XSSR0603_5 10.1080/10888430709336632 10.3102/00028312030004841 10.1177/073428299501300402 10.1207/S1532799XSSR0603_2 10.1207/S1532799XSSR0503_3 10.1007/BF02648083 10.1007/BF00555366 10.1598/0872075028.40 10.1177/0022219407310838 10.1177/002221940203500104 10.1080/1057356980140202 10.1007/BF00401799 10.1515/9783110804478 10.1037/0022-0663.89.2.262 10.1037/e561252012-001 10.1037/0012-1649.28.5.874 10.1177/002221949803100504 10.1207/s15327906mbr2502_1 10.1037/0033-2909.88.3.588 10.2307/747802 10.1037/0033-2909.109.3.502 10.1037/0012-1649.26.3.439 10.1207/s1532799xssr1003_5 10.1097/00011363-200020030-00005 |
| ContentType | Journal Article |
| Copyright | Hammill Institute on Disabilities 2010 SAGE Publications © Mar/Apr 2010 |
| Copyright_xml | – notice: Hammill Institute on Disabilities 2010 – notice: SAGE Publications © Mar/Apr 2010 |
| DBID | AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN CGR CUY CVF ECM EIF NPM 0-V 3V. 7QJ 7RV 7X7 7XB 88B 88E 88G 8A4 8C1 8FI 8FJ 8FK 8G5 ABUWG AFKRA AHOVV AIMQZ ALSLI AVQMV AZQEC BEC BENPR CCPQU CJNVE DWQXO FYUFA GHDGH GNUQQ GUQSH HEHIP K50 K9. KB0 LIQON M0P M0S M1D M1P M2M M2O M2S MBDVC NAPCQ PADUT PEJEM PHGZM PHGZT PJZUB PKEHL PMKZF POGQB PPXIY PQEDU PQEST PQQKQ PQUKI PRINS PRQQA PSYQQ Q9U S0X 7X8 5PM |
| DOI | 10.1177/0022219409359342 |
| DatabaseName | CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed ProQuest Social Sciences Premium Collection【Remote access available】 ProQuest Central (Corporate) Applied Social Sciences Index & Abstracts (ASSIA) Nursing & Allied Health Database Health & Medical Collection ProQuest Central (purchase pre-March 2016) Education Database (Alumni Edition) Medical Database (Alumni Edition) Psychology Database (Alumni) Education Periodicals Public Health Database ProQuest Hospital Collection Hospital Premium Collection (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) Research Library (Alumni) ProQuest Central (Alumni) ProQuest Central UK/Ireland Education Research Index ProQuest One Literature Social Science Premium Collection Arts Premium Collection ProQuest Central Essentials eLibrary ProQuest Central ProQuest One Community College Education Collection ProQuest Central Korea Health Research Premium Collection Health Research Premium Collection (Alumni) ProQuest Central Student ProQuest Research Library Sociology Collection Art, Design & Architecture Collection ProQuest Health & Medical Complete (Alumni) Nursing & Allied Health Database (Alumni Edition) ProQuest One Literature Education Database ProQuest Health & Medical Collection Arts & Humanities Database Medical Database Psychology Database Research Library Sociology Database Research Library (Corporate) Nursing & Allied Health Premium Research Library China ProQuest One Visual Arts & Design Proquest Central Premium ProQuest One Academic ProQuest Health & Medical Research Collection ProQuest One Academic Middle East (New) ProQuest Digital Collections ProQuest Sociology & Social Sciences Collection ProQuest One Health & Nursing ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic (retired) ProQuest One Academic UKI Edition ProQuest Central China ProQuest One Social Sciences ProQuest One Psychology ProQuest Central Basic SIRS Editorial MEDLINE - Academic PubMed Central (Full Participant titles) |
| DatabaseTitle | CrossRef ERIC MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) ProQuest One Education ProQuest One Psychology Research Library Prep ProQuest Central Student ProQuest Central Essentials elibrary Sociology & Social Sciences Collection ProQuest Central China Health Research Premium Collection Arts Premium Collection Health & Medical Research Collection ProQuest Central (New) Research Library China ProQuest Sociology ProQuest Medical Library (Alumni) Social Science Premium Collection Education Collection ProQuest One Literature ProQuest One Academic Eastern Edition ProQuest Hospital Collection Sociology Collection Health Research Premium Collection (Alumni) ProQuest Professional Education ProQuest Hospital Collection (Alumni) Nursing & Allied Health Premium ProQuest Health & Medical Complete ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest Nursing & Allied Health Source (Alumni) Arts & Humanities Full Text ProQuest One Academic ProQuest One Academic (New) ProQuest Sociology & Social Sciences Collection ProQuest One Academic Middle East (New) SIRS Editorial ProQuest Health & Medical Complete (Alumni) ProQuest Central (Alumni Edition) ProQuest One Community College ProQuest One Health & Nursing Research Library (Alumni Edition) Applied Social Sciences Index and Abstracts (ASSIA) ProQuest Central ProQuest Health & Medical Research Collection Health and Medicine Complete (Alumni Edition) ProQuest Central Korea ProQuest Research Library ProQuest Sociology Collection ProQuest Art, Design and Architecture Collection ProQuest One Literature - U.S. Customers Only ProQuest Public Health ProQuest One Social Sciences ProQuest Central Basic ProQuest Education Journals ProQuest Nursing & Allied Health Source ProQuest Psychology Journals (Alumni) ProQuest Digital Collections ProQuest Medical Library ProQuest Psychology Journals ProQuest One Visual Arts & Design ProQuest Education Journals (Alumni Edition) ProQuest Central (Alumni) MEDLINE - Academic |
| DatabaseTitleList | ProQuest One Education MEDLINE ERIC Applied Social Sciences Index and Abstracts (ASSIA) CrossRef MEDLINE - Academic |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: BENPR name: ProQuest Central url: https://www.proquest.com/central sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Medicine Education Psychology |
| EISSN | 1538-4780 |
| ERIC | EJ875679 |
| EndPage | 121 |
| ExternalDocumentID | PMC3196667 1975782361 20179306 EJ875679 10_1177_0022219409359342 10.1177_0022219409359342 |
| Genre | Research Support, U.S. Gov't, Non-P.H.S Journal Article Research Support, N.I.H., Extramural |
| GeographicLocations | United States New York United States--US |
| GeographicLocations_xml | – name: United States – name: New York – name: United States--US |
| GrantInformation_xml | – fundername: NICHD NIH HHS grantid: R01 HD043798 – fundername: NICHD NIH HHS grantid: 5R01HD43798 |
| GroupedDBID | --- --Z -DZ -TM -~X .2G .2L .GJ .GO 0-V 01A 09Z 0R~ 186 18M 1VT 1~K 29K 31S 31T 31V 31W 31X 36B 3EH 4.4 53G 54M 5GY 5RE 5VS 5WV 5WW 6PF 7RV 7X7 85S 88E 8A4 8C1 8FI 8FJ 8G5 8R4 8R5 AACKU AADIR AADUE AAGGD AAGLT AAHSB AAJPV AAKTJ AAMFR AANSI AAPEO AAQDB AAQXI AARIX AATAA AAWLO AAWTL AAYJJ AAYOK ABAWP ABCCA ABCJG ABEIX ABFXH ABHQH ABIDT ABIVO ABJNI ABKRH ABOPQ ABPNF ABPPZ ABQKF ABQPY ABQXT ABRHV ABUJY ABUWG ABWJO ABYTW ACAEP ACCUC ACDXX ACFUR ACFZE ACGFO ACGFS ACHQT ACJER ACKOT ACLZU ACNCT ACOFE ACOXC ACROE ACRPL ACSIQ ACTDY ACUFS ACUIR ACZOB ADBBV ADDLC ADEBD ADEIA ADMHC ADNMO ADNON ADPEE ADRRZ ADSTG ADTOS ADUKL ADXHL ADYCS AEDXQ AEEHM AEOBU AESMA AESZF AETEA AEUHG AEVPJ AEWDL AEWHI AEXNY AFEET AFFDN AFFNX AFHKK AFKBI AFKRA AFKRG AFMOU AFQAA AFUIA AFWMB AGDVU AGKLV AGNAY AGNHF AGNWV AGQPQ AGWNL AGWVZ AHDMH AHHFK AHMBA AHWHD AIDAL AIKWM AIMQZ AJUXI AJUZI ALIPV ALMA_UNASSIGNED_HOLDINGS ALSLI ANDLU ARALO ARTOV ARYUH ASOEW ASPBG ATKJL AUTPY AUVAJ AVQMV AVWKF AYPQM AZFZN AZQEC B8O B8S B8T B8Z BCR BCU BDZRT BEC BENPR BKEYQ BKOMP BLC BMVBW BPACV BPHCQ BVXVI CAG CBRKF CCGJY CCPQU CEADM CJNVE COF D-I DD0 DD~ DG~ DOPDO DU5 DV7 DV8 DWQXO EBS EJD EMG EMOBN EX3 F5P FAL FEDTE FHBDP FYUFA GNUQQ GROUPED_SAGE_PREMIER_JOURNAL_COLLECTION GUQSH H13 HEHIP HF~ HMCUK HVGLF H~9 J8X K50 LIQON LPU LWO M0P M1D M1P M2M M2O M2S MLAFT MVM N9A NAPCQ O9- OHT P.B P2P PADUT PCD PEA PHGZM PHGZT PMKZF PQEDU PQQKQ PROAC PSQYO PSYQQ Q1R Q2X Q7O Q7P Q7X ROL RWL S01 S0X SASJQ SAUOL SCNPE SFC SFK SGU SGV SHB SJFOW SSDHQ TAE TN5 TWZ U5U UBC UBH UBZ UHB UKHRP UKR UPT V62 VJK WH7 WHG WOW WQ9 XJT XOL XZL Y4B YQI YQJ YQT YR5 YYQ Z0I ZCA ZCG ZGI ZHY ZPLXX ZPPRI ZXP ZY4 ~32 ~34 0SE AAEJI AAPII AAWJA AAYXX ABUAX ABUFD ACCVC AEYHP AFFHD AFKWF AJGYC AJHME AJVBE AMNSR CITATION PEJEM PJZUB POGQB PPXIY PRQQA 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN ABDSA ABTAH CGR CUY CVF ECM EIF M4V NPM YCJ ZKG 3V. 7QJ 7XB 8FK AHOVV K9. MBDVC PKEHL PQEST PQUKI PRINS Q9U 7X8 PUEGO 5PM |
| ID | FETCH-LOGICAL-c471t-f9fb707db7bca7649bf47f14e4d2b9645d2f7ba60dfe5f5975105b91f84fc6fd3 |
| IEDL.DBID | M1D |
| ISICitedReferencesCount | 50 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000274847900003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 0022-2194 1538-4780 |
| IngestDate | Tue Nov 04 01:52:22 EST 2025 Sun Sep 28 05:28:42 EDT 2025 Sun Sep 28 00:33:37 EDT 2025 Tue Nov 11 01:23:49 EST 2025 Thu Apr 03 07:05:34 EDT 2025 Tue Dec 02 16:42:09 EST 2025 Tue Nov 18 19:56:03 EST 2025 Sat Nov 29 02:28:48 EST 2025 Tue Jun 17 22:30:10 EDT 2025 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 2 |
| Keywords | adult literacy models of reading skills reading |
| Language | English |
| License | https://journals.sagepub.com/page/policies/text-and-data-mining-license |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c471t-f9fb707db7bca7649bf47f14e4d2b9645d2f7ba60dfe5f5975105b91f84fc6fd3 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 |
| PMID | 20179306 |
| PQID | 194230547 |
| PQPubID | 36290 |
| PageCount | 14 |
| ParticipantIDs | pubmedcentral_primary_oai_pubmedcentral_nih_gov_3196667 proquest_miscellaneous_862591691 proquest_miscellaneous_733119683 proquest_journals_194230547 pubmed_primary_20179306 eric_primary_EJ875679 crossref_citationtrail_10_1177_0022219409359342 crossref_primary_10_1177_0022219409359342 sage_journals_10_1177_0022219409359342 |
| PublicationCentury | 2000 |
| PublicationDate | 2010-03-01 |
| PublicationDateYYYYMMDD | 2010-03-01 |
| PublicationDate_xml | – month: 03 year: 2010 text: 2010-03-01 day: 01 |
| PublicationDecade | 2010 |
| PublicationPlace | Los Angeles, CA |
| PublicationPlace_xml | – name: Los Angeles, CA – name: United States – name: Austin |
| PublicationTitle | Journal of learning disabilities |
| PublicationTitleAlternate | J Learn Disabil |
| PublicationYear | 2010 |
| Publisher | SAGE Publications SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC |
| Publisher_xml | – name: SAGE Publications – name: SAGE Publications and Hammill Institute on Disabilities – name: SAGE PUBLICATIONS, INC |
| References | Carver, R.P., Clark, S.W. 1998; 31 Worthy, J., Viise, N.M. 1996; 8 Davidson, R.K., Strucker, J. 2002; 6 MacCallum, R.C., Tucker, L.R. 1991; 109 Cutting, L.E., Scarborough, H.S. 2006; 10 Fuchs, L.S., Fuchs, D., Hosp, M.K. 2001; 5 Berninger, V.W., Abbott, R.D., Abbott, S.P., Graham, S., Richards, T. 2002; 35 Share, D.L., Stanovich, K.E. 1995; 1 Aaron, P.G., Joshi, R.M., Gooden, R., Bentum, K.E. 2008; 41 Richards, T., Aylward, E., Raskind, W., Abbott, R., Field, K., Parsons, A. 2006; 30 Vellutino, F.R., Tunmer, W.E., Jaccard, J.J., Chen, R. 2007; 11 Bruck, M. 1990; 26 Kaplan, D. 1990; 25 Marsh, H.W. 1993; 30 Sabatini, J. 2002; 6 Bentler, P.M., Bonett, D.G. 1980; 88 Ehri, L.C., McCormick, S. 1998; 14 Greenburg, D., Ehri, L., Perin, D. 1997; 89 Lefly, D.L., Pennington, B.F. 1991; 41 Bruck, M. 1992; 28 Ehri, L.C. 2000; 20 Bristow, P.S., Leslie, L. 1988; 23 Keith, T.Z., Fugate, M.H., De Graff, M., Dimond, C.M., Shadrach, E.A., Stevens, M.L. 1995; 13 Greenburg, D., Ehri, L., Perin, D. 2002; 6 Hoover, W.A., Gough, P.B. 1990; 2 atypb9 atypb8 Alamprese, J.A. (atypb3) 2003 Kirsch, I.S. (atypb27) 1993 Venezky, R.L. (atypb53) 2003 U.S. Department of Education, Division of Adult Education and Literacy. (atypb47) 2006 Hanna, G. (atypb22) 1977 Richards, T. (atypb37) 2006; 30 Torgeson, J.K. (atypb45) 1999 atypb43 Wilkinson, G.S. (atypb56) 1993 Kutner, M. (atypb30) 2005 Venezky, R.L. (atypb52) 1999 Walpole, S. (atypb55) 2007 atypb15 atypb16 atypb17 atypb18 atypb11 U.S. Department of Education, Office of Vocational and Adult Education. (atypb48) 2007 atypb58 atypb1 atypb51 atypb2 atypb10 atypb5 atypb7 atypb6 atypb50 Strucker, J. (atypb41) 2004 atypb19 Share, D.L. (atypb40) 1995; 1 atypb26 National Reading Panel. (atypb35) 2000 atypb29 atypb23 atypb24 atypb25 atypb20 atypb21 Woodcock, R. (atypb57) 1989 CTB/McGraw-Hill (atypb12) 1994 Strucker, J. (atypb42) 2007 Templeton, S. (atypb44) 1992 Venezky, R.L. (atypb54) 1998 Arbuckle, J.L. (atypb4) 1999 U.S. Department of Education, Division of Adult Education and Literacy. (atypb46) 2002 Curtis, M.B. (atypb14) 2007 Comprehensive Adult Student Assessment System. (atypb13) 2005 McKenna, M.C. (atypb34) 2003 U.S. Department of Education, Office of Vocational and Adult Education. (atypb49) 2007 atypb38 atypb39 atypb33 Kline, R.B. (atypb28) 2005 atypb36 atypb31 atypb32 |
| References_xml | – volume: 1 start-page: 1 issue: 1 year: 1995 end-page: 58 article-title: Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition publication-title: Issues in Education: Contributions From Educational Psychology – volume: 41 start-page: 67 year: 2008 end-page: 84 article-title: Diagnosis and treatment of reading disabilities based on the component model of reading: An alternative to the discrepancy model of LD publication-title: Journal of Learning Disabilities – volume: 109 start-page: 501 year: 1991 end-page: 511 article-title: Representing sources of error in common factor analysis: Implications for theory and practice publication-title: Psychological Bulletin – volume: 6 start-page: 299 year: 2002 end-page: 316 article-title: Patterns of word-recognition error among adult basic education native and nonnative speakers of English publication-title: Scientific Studies of Reading – volume: 25 start-page: 137 year: 1990 end-page: 155 article-title: Evaluating and modifying covariance structure models: A review and recommendation publication-title: Multivariate Behavioral Research – volume: 41 start-page: 143 year: 1991 end-page: 162 article-title: Spelling errors and reading fluency in compensated adult dyslexics publication-title: Annals of Dyslexia – volume: 2 start-page: 127 year: 1990 end-page: 160 article-title: The simple view of reading publication-title: Reading and Writing – volume: 8 start-page: 139 year: 1996 end-page: 154 article-title: Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults publication-title: Reading and Writing – volume: 6 start-page: 267 year: 2002 end-page: 298 article-title: Efficiency in word reading of adults: Ability group comparisons publication-title: Scientific Studies of Reading – volume: 31 start-page: 453 481 year: 1998 end-page: 471 article-title: Investigating reading disabilities using the Rauding Diagnostic System publication-title: Journal of Learning Disabilities – volume: 14 start-page: 135 year: 1998 end-page: 163 article-title: Phases of word learning: Implications for instruction with delayed and disabled readers publication-title: Reading and Writing Quarterly: Overcoming Learning Difficulties – volume: 5 start-page: 239 year: 2001 end-page: 256 article-title: Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis publication-title: Scientific Studies of Reading – volume: 35 start-page: 39 year: 2002 end-page: 56 article-title: Writing and reading: Connections between language by hand and language by eye publication-title: Journal of Learning Disabilities – volume: 89 start-page: 262 year: 1997 end-page: 275 article-title: Are word-reading processes the same or different in adult literacy students and third-fifth graders matched for reading level publication-title: Journal of Educational Psychology – volume: 28 start-page: 874 year: 1992 end-page: 886 article-title: Persistence of dyslexics’ phonological deficits publication-title: Developmental Psychology – volume: 10 start-page: 277 year: 2006 end-page: 299 article-title: Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured publication-title: Scientific Studies of Reading – volume: 30 start-page: 841 year: 1993 end-page: 860 article-title: The multidimensional structure of academic self-concept: Invariance over gender and age publication-title: American Educational Research Journal – volume: 20 start-page: 19 year: 2000 end-page: 36 article-title: Learning to read and learning to spell: Two sides of a coin publication-title: Topics in Language Disorders – volume: 11 start-page: 3 issue: 1 year: 2007 end-page: 32 article-title: Components of reading ability: Multivariate evidence for a convergent skills model of reading development publication-title: Scientific Studies of Reading – volume: 6 start-page: 221 year: 2002 end-page: 243 article-title: Do adult literacy students make the same word-reading and spelling errors as children matched for word-reading age publication-title: Scientific Studies of Reading – volume: 30 start-page: 547 year: 2006 end-page: 589 article-title: Converging evidence for triple word form theory in children with dyslexia publication-title: Developmental Neuro-psychology – volume: 23 start-page: 200 year: 1988 end-page: 218 article-title: Indicators of reading difficulty: Discrimination between instructional- and frustration-range performance of functionally illiterate adults publication-title: Reading Research Quarterly – volume: 26 start-page: 439 year: 1990 end-page: 454 article-title: Word-recognition skills of adults with childhood diagnoses of dyslexia publication-title: Developmental Psychology – volume: 88 start-page: 588 year: 1980 end-page: 606 article-title: Significance tests and goodness-of-fit in the analysis of covariance structures publication-title: Psychological Bulletin – volume: 13 start-page: 347 year: 1995 end-page: 364 article-title: Using multi-sample confirmatory factor analysis to test for construct bias: An example using the K-ABC publication-title: Journal of Psychoeducational Assessment – volume-title: The American way of spelling: The structure and origins of American English orthography year: 1999 ident: atypb52 – volume: 30 start-page: 547 year: 2006 ident: atypb37 publication-title: Developmental Neuro-psychology – ident: atypb38 doi: 10.1207/S1532799XSSR0603_4 – volume-title: Implementation guidelines: Measures and methods for the National Reporting System for Adult Education year: 2007 ident: atypb49 – volume-title: March). The relationship of the component skills of reading to IALS performance: Tipping points and five classes of adult literacy learners year: 2007 ident: atypb42 – ident: atypb16 doi: 10.1207/S1532799XSSR0603_5 – ident: atypb8 – volume-title: State Administered Adult Education Program: Program year 2004-2005 enrollment year: 2006 ident: atypb47 – ident: atypb50 doi: 10.1080/10888430709336632 – volume-title: Wide Range Achievement Test-Revision 3 year: 1993 ident: atypb56 – ident: atypb33 doi: 10.3102/00028312030004841 – ident: atypb26 doi: 10.1177/073428299501300402 – ident: atypb21 doi: 10.1207/S1532799XSSR0603_2 – ident: atypb36 – ident: atypb19 doi: 10.1207/S1532799XSSR0503_3 – volume-title: National Assessment of Adult Literacy (NAAL): A first look at the literacy of America’s adults in the 21st century (NCES 2006-470) year: 2005 ident: atypb30 – ident: atypb31 doi: 10.1007/BF02648083 – volume-title: CASAS technical manual year: 2005 ident: atypb13 – ident: atypb58 doi: 10.1007/BF00555366 – ident: atypb39 doi: 10.1598/0872075028.40 – ident: atypb24 – ident: atypb1 doi: 10.1177/0022219407310838 – ident: atypb6 doi: 10.1177/002221940203500104 – volume-title: Adult education annual report to congress year 2004-05 year: 2007 ident: atypb48 – ident: atypb18 doi: 10.1080/1057356980140202 – ident: atypb23 doi: 10.1007/BF00401799 – volume-title: FY2000 State-Administered Adult Education Program: Data and statistics year: 2002 ident: atypb46 – volume-title: STudent Achievement in Reading (STAR) tool kit year: 2007 ident: atypb14 – volume-title: Building a knowledge base for teaching adult decoding: Training and reference manual for data collectors year: 2003 ident: atypb3 – volume-title: Teaching adults to read and write: A research synthesis (Tech. rep.) year: 1998 ident: atypb54 – ident: atypb51 doi: 10.1515/9783110804478 – volume-title: Test of Word Reading Efficiency (TOWRE) year: 1999 ident: atypb45 – ident: atypb20 doi: 10.1037/0022-0663.89.2.262 – volume-title: TABE: Tests of Adult Basic Education year: 1994 ident: atypb12 – volume-title: Development of orthographic knowledge and the foundations of literacy: A memorial Feltschrift for Edmund Henderson year: 1992 ident: atypb44 – ident: atypb2 – ident: atypb29 doi: 10.1037/e561252012-001 – volume-title: TOWRE scoring guidelines year: 2004 ident: atypb41 – ident: atypb10 doi: 10.1037/0012-1649.28.5.874 – volume: 1 start-page: 1 issue: 1 year: 1995 ident: atypb40 publication-title: Issues in Education: Contributions From Educational Psychology – ident: atypb11 doi: 10.1177/002221949803100504 – ident: atypb25 doi: 10.1207/s15327906mbr2502_1 – ident: atypb5 doi: 10.1037/0033-2909.88.3.588 – ident: atypb7 doi: 10.2307/747802 – volume-title: Principles and practice of structural equation modeling year: 2005 ident: atypb28 – ident: atypb32 doi: 10.1037/0033-2909.109.3.502 – volume-title: Amos 4.0 user’s guide year: 1999 ident: atypb4 – ident: atypb9 doi: 10.1037/0012-1649.26.3.439 – ident: atypb15 doi: 10.1207/s1532799xssr1003_5 – volume-title: Report of the National Reading Panel: Teaching children to read-Reports of the subgroups year: 2000 ident: atypb35 – ident: atypb43 – volume-title: Letter-Sound Survey year: 2003 ident: atypb53 – ident: atypb17 doi: 10.1097/00011363-200020030-00005 – volume-title: Adult literacy in America: A first look at the results of the National Adult Literacy Survey year: 1993 ident: atypb27 – volume-title: Woodcock-Johnson Tests of Achievement- year: 1989 ident: atypb57 – volume-title: Differentiated reading instruction year: 2007 ident: atypb55 – volume-title: The Nelson Reading Skills Test year: 1977 ident: atypb22 – volume-title: Assessment for reading instruction year: 2003 ident: atypb34 |
| SSID | ssj0004276 |
| Score | 2.1233907 |
| Snippet | The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic... |
| SourceID | pubmedcentral proquest pubmed eric crossref sage |
| SourceType | Open Access Repository Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 108 |
| SubjectTerms | Accuracy Acknowledgment Adolescent Adult Adult Basic Education Adult education Adult literacy Age Differences Age Factors Aged American English Comparative Analysis Comprehension Confirmatory factor analysis Construct Validity Decoding Decoding (Reading) Educational Status English (Second Language) English as a second language learning Factor Analysis Factor Structure Female Five factor model Fluency Gender Differences Humans Immigrants Language Skills Language Tests - standards Language Tests - statistics & numerical data Learning Disabilities Learning disabled students Literacy Education Longitudinal Studies Male Meaning Middle Aged Modification Multilingualism Native Speakers Nelson Reading Test Reading Reading Comprehension Reading Fluency Reading Instruction Reading Skills Reading Tests Reliability Reproducibility of Results Scores Sex Factors Skills Special education Spelling Students Thinking Skills United States Validity Wide Range Achievement Test 3 Woodcock Johnson Tests of Achievement Revised Word Recognition Young Adult |
| SummonAdditionalLinks | – databaseName: SAGE HSS 2015 dbid: AEVPJ link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwvV3dT9swED9BmRAv2-jYyLohPyCkPWRtYseOH6apm4omJBASbOItype1aiVFtJ3Ef787x0lbEIinveQhOcdf5_Od7-c7gEMutClMqXzcjFJfaDR34oKj1RppY0SGjzK1ySbU2Vl8daXPN6Bq7sK4EZx9JlgVtsgKa1rddBrdd07Gvr3CieY3efE0F-HXxfw6qU-7m6Qa9Ibc04tr8mznhIe885vbbZuwhap4EHVgazj6dX6yvEkZ2nR0FuNOFSwdmw_qXNvI1rHSK0rqQ6zlCmDM7mHHr_5371_DS6ftsmHNnruwUVZdShTtQCVd2D51vv0u7LSy-O4NfHHgfkbyalphr9jFn_FkMmNTw2xMWFRb2bhiQ4ofwr6lyGys_e8e_DweXX7_4btMD36Om-PcN9pkaqCKTGV5qqTQmRHKBKIURZhpKaIiNCpL5QDZKjJoA5FamOnAxMLk0hT8LXQqbMw-sAAnFlXgIFapEVxEGk18g0qu4jxXheQe9JtpS3IXBp2ycUySoIl8fm94PfjUlripQ4A8QbtHnNDSjU7QHpRKe9BrWCNpJjnBcmgARkJ5wNqvuLrJZZNW5XQxSyijJsrImD9OEpMFSyGPPHhXs1pbe2jF70B6oNaYsCWg2OLrX6rxbxtjnCSzlNiyI2LFlTY_0vH3zyXswU4NwCAY3wfozG8X5Ud4kf-dj2e3B249_gPRWkT3 priority: 102 providerName: SAGE Publications |
| Title | Reading Component Skills of Learners in Adult Basic Education |
| URI | https://journals.sagepub.com/doi/full/10.1177/0022219409359342 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ875679 https://www.ncbi.nlm.nih.gov/pubmed/20179306 https://www.proquest.com/docview/194230547 https://www.proquest.com/docview/733119683 https://www.proquest.com/docview/862591691 https://pubmed.ncbi.nlm.nih.gov/PMC3196667 |
| Volume | 43 |
| WOSCitedRecordID | wos000274847900003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVPQU databaseName: Arts & Humanities Database customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: M1D dateStart: 19970501 isFulltext: true titleUrlDefault: https://search.proquest.com/artshumanities providerName: ProQuest – providerCode: PRVPQU databaseName: Education Database customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: M0P dateStart: 19970501 isFulltext: true titleUrlDefault: https://search.proquest.com/education providerName: ProQuest – providerCode: PRVPQU databaseName: Health & Medical Collection customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: 7X7 dateStart: 19970501 isFulltext: true titleUrlDefault: https://search.proquest.com/healthcomplete providerName: ProQuest – providerCode: PRVPQU databaseName: Nursing & Allied Health Database customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: 7RV dateStart: 19970501 isFulltext: true titleUrlDefault: https://search.proquest.com/nahs providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Central customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: BENPR dateStart: 19970501 isFulltext: true titleUrlDefault: https://www.proquest.com/central providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest sociology customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: M2S dateStart: 19970501 isFulltext: true titleUrlDefault: https://search.proquest.com/sociology providerName: ProQuest – providerCode: PRVPQU databaseName: Psychology Database customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: M2M dateStart: 19970501 isFulltext: true titleUrlDefault: https://www.proquest.com/psychology providerName: ProQuest – providerCode: PRVPQU databaseName: Public Health Database customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: 8C1 dateStart: 19970501 isFulltext: true titleUrlDefault: https://search.proquest.com/publichealth providerName: ProQuest – providerCode: PRVPQU databaseName: Research Library customDbUrl: eissn: 1538-4780 dateEnd: 20100531 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: M2O dateStart: 19970501 isFulltext: true titleUrlDefault: https://search.proquest.com/pqrl providerName: ProQuest – providerCode: PRVSPB databaseName: SAGE HSS 2015 customDbUrl: eissn: 1538-4780 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0004276 issn: 0022-2194 databaseCode: AEVPJ dateStart: 19990101 isFulltext: true titleUrlDefault: http://journals.sagepub.com/ providerName: SAGE Publications |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3da9swED_6MUZfti5rN69r0MMY7MEktmTJeigj7VJGIVlot5I34y_R0OB0dTrYf987RXGTjfalL2ewZFviTqc73093AJ-40KYwpfJxM0p9odHdiQuOXmukjREZkjK1xSbUcBiPx3rksDm1g1UudaJV1MUsp3_kHXS20VqOhPp689unolEUXHUVNDZhGw0bG6UdBN8ejkWGtracBazjwhQPUcqOPQOKtygMqLkI13aldeDzisX5P3ByBf1lN6TT18-cyi68cpYo6y1E5w1slFWLijg7wEcLXg5c3L0FO42e_PsWjhzwnpEumVU4SHZxPZlOazYzzOZrRZOSTSrWo9we7DhFQWDNe_fg12n_58l331Vh8HPcuOa-0SZTXVVkKstTJYXOjFAmEKUowkxLERWhUVkqu8jyyKB_QiZbpgMTC5NLU_B92KpwMO-BBej_oHkaxCo1gotIo_tt0ABVnOeqkNyDzpILSe5SlFOljGkSLLOS_8M3D740T9ws0nM80XePGNv065-hryaV9uBgyabELeA6aXjkAWtaceVROCWtytldnVC1S9RfMX-8S0zeJaUj8uDdQnKar4dWNXalB2pNppoOlPd7vaWaXNn836Q1pcSRfSbpWxnzIxP_8OQED2BngYggXN1H2Jrf3pWH8CL_M5_Ut23YVOeXRMfK0hhpfBK0YbvXvxyd4fW4Pxyd491Bd9S2649oOLD0h6UX9wKiK2o |
| linkProvider | ProQuest |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1bT9RAFD5BNMoL6opa8TIPauJDs9vOdC4PhIBAQNiNiZjwVnubuHHTRbpo-FH-R86ZXtjVwBsPvuxDO-3OtN-cS-eb7wC85cLY3BbKR2eU-MJguqNzjllrZKwVKf4UiSs2oUYjfXJiPi_Bn3YvDNEqW5voDHU-zegbeR-TbYyWI6E2T3_6VDSKFlfbCho1Kg6Li9-YsVUbBzv4et-F4d7u8cd9vykq4Gdoh2e-NTZVA5WnKs0SJYVJrVA2EIXIw9RIEeWhVWkiBziCyGK4TRFIagKrhc2kzTne9w7cJVk9yvWGwc7VNszQ1bJzBHk0BOJqVbTv9pziIVp2NFyEC15wkWg9F-H-S9ScY5s5B7j38D97dI9gtYm02VY9NR7DUlH2qEh1Q2jpwf1hwyvowUrnBy6ewEazsYCRrZyW-FDYlx_jyaRiU8ucHi2GzGxcsi3SLmHbCQKddfddg6-3MqqnsFxiZ54DCzC_w_A70CqxgovIaK0tBtiK80zlknvQb996nDUS7FQJZBIHrer6Xzjx4EN3xWktP3JD2zUCUtdu9xPmolIZD9ZbWMSNgariDhMesO4sWhZaLkrKYnpexVTNE-2z5tc30ZQ9k9ySB89qpHb_HjrTP5AeqAUMdw1I13zxTDn-7vTNyStIiT17T2if6_M1A39x4wDfwIP94-FRfHQwOlyHlZr9QRzCl7A8OzsvXsG97NdsXJ29drOZwbfbngOXy_uAHw |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1Lb9NAEB6VFFW9UAilNeWxB0DiYCX2rr3eQ4VamohSiCIeUm_Gr1WjRk6pU1B_Gv-uM-u1m4DaWw9ccog3zu7625lvvN_OALziQulcF9JFZ5S4QmG4E-Uco9ZAaS1S_CgSU2xCjkbR8bEar8Cf5iwMySobm2gMdT7L6B15D4NtZMuBkD1tVRHjg-G7s58uFZCijdammkaNkKPi8jdGb9Xu4QE-6te-Pxx8e__BtQUG3Axt8tzVSqeyL_NUplkiQ6FSLaT2RCFyP1WhCHJfyzQJ-ziaQCP1JjaSKk9HQmehzjne9x6sSuQYogOr-4PR-Mv1oUzfVLYzcnk0C-J6j7RnTqDiV7QJqbjwl3zisux6ge_-K9tc0J4Zdzjc-I8n8iE8sByc7dWL5hGsFGWXyldbqUsX1j5bxUEX1lsPcfkYdu2RA0ZWdFbiBLGvp5PptGIzzUymWiTTbFKyPcpqwvYTXAKsve8mfL-TUT2BTomd2QbmYeSHxNyLZKIFF4GKokgj9ZacZzIPuQO9BgFxZpOzU42Qaew1-dj_wowDb9tfnNWJSW5pu0mgatsNPmKUGkrlwE4Dkdiaripu8eEAa6-izaGNpKQsZhdVTHU-0XJH_OYmEcXVlIjJga0ate2_-8Yp9EMH5BKe2waU8Xz5Sjk5MZnPyV-EIfbsDSF_oc83DPzprQN8CWsI_fjT4ehoB9ZrWQiJC59BZ35-UTyH-9mv-aQ6f2GXNoMfd70IrgDiH4pR |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Reading+Component+Skills+of+Learners+in+Adult+Basic+Education&rft.jtitle=Journal+of+learning+disabilities&rft.au=MacArthur%2C+Charles+A&rft.au=Konold%2C+Timothy+R&rft.au=Glutting%2C+Joseph+J&rft.au=Alamprese%2C+Judith+A&rft.date=2010-03-01&rft.pub=SAGE+Publications+and+Hammill+Institute+on+Disabilities&rft.issn=0022-2194&rft.volume=43&rft.issue=2&rft.spage=108&rft_id=info:doi/10.1177%2F0022219409359342&rft.externalDocID=EJ875679 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0022-2194&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0022-2194&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0022-2194&client=summon |