Relation and interactions among reading fluency and competence for adult education learners

Mellard, Daryl F.; Fall, Emily E.; Woods, Kari

dc.contributor.author	Mellard, Daryl F.
dc.contributor.author	Fall, Emily E.
dc.contributor.author	Woods, Kari
dc.date.accessioned	2017-06-20T18:16:14Z
dc.date.available	2017-06-20T18:16:14Z
dc.date.issued	2013-05
dc.identifier.citation	Mellard, D. F., Fall, E. E. and Woods, K. L. (2013), Relation and Interactions Among Reading Fluency and Competence for Adult Education Learners. Learning Disabilities Research & Practice, 28: 70–80. doi:10.1111/ldrp.12008	en_US
dc.identifier.uri	http://hdl.handle.net/1808/24559
dc.description	This is the peer reviewed version of the following article: Mellard, D. F., Fall, E. E. and Woods, K. L. (2013), Relation and Interactions Among Reading Fluency and Competence for Adult Education Learners. Learning Disabilities Research & Practice, 28: 70–80. doi:10.1111/ldrp.12008, which has been published in final form at http://doi.org/10.1111/ldrp.12008. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.	en_US
dc.description.abstract	Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of reading competence suggest that adult literacy instructors should emphasize fluency instruction to a greater or lesser degree depending on whether the major goal of instruction is academic reading (e.g., being able to comprehend a textbook) or functional reading (e.g., being able to fill out a job application).	en_US
dc.publisher	Wiley	en_US
dc.subject	Fluency	en_US
dc.subject	Adult education	en_US
dc.title	Relation and interactions among reading fluency and competence for adult education learners	en_US
dc.type	Article	en_US
kusw.kuauthor	Mellard, Daryl F.
kusw.kuauthor	Fall, Emily E.
kusw.kuauthor	Woods, Kari L.
kusw.kudepartment	Center for Research on Learning	en_US
dc.identifier.doi	10.1111/ldrp.12008	en_US
kusw.oaversion	Scholarly/refereed, author accepted manuscript	en_US
kusw.oapolicy	This item meets KU Open Access policy criteria.	en_US
dc.identifier.pmid	PMC3736990	en_US
dc.rights.accessrights	openAccess

Files in this item

Name:: Mellard_2013.pdf
Size:: 1.033Mb
Format:: PDF

View/Open

This item appears in the following Collection(s)

Center for Research on Learning Scholarly Works [125]
This collection contains publications by researchers and faculty affiliated with the Center for Research on Learning.

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.