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dc.contributor.authorMellard, Daryl F.
dc.contributor.authorAnthony, Jason L.
dc.contributor.authorWoods, Kari
dc.date.accessioned2017-06-28T20:35:12Z
dc.date.available2017-06-28T20:35:12Z
dc.date.issued2012-07
dc.identifier.citationMellard, D.F., Anthony, J.L. & Woods, K.L. Read Writ (2012) 25: 1345. doi:10.1007/s11145-011-9322-yen_US
dc.identifier.urihttp://hdl.handle.net/1808/24693
dc.descriptionThe final publication is available at Springer via http://dx.doi.org/10.1007/s11145-011-9322-y.en_US
dc.description.abstractThis study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was fixed at a single reading level was word reading efficiency. When text difficulty varied based on readers’ comprehension levels, word reading efficiency was also the best predictor with vocabulary and auditory working memory emerging as important predictors as well. Our findings suggest the merit of investigations into whether adults with low literacy may need vocabulary and auditory working memory strategy interventions to improve their reading fluency.en_US
dc.publisherSpringer Verlagen_US
dc.subjectAdult literacyen_US
dc.subjectAdult educationen_US
dc.subjectOral reading fluencyen_US
dc.subjectReadingen_US
dc.titleUnderstanding oral reading fluency among adults with low literacy: Dominance analysis of contributing component skillsen_US
dc.typeArticleen_US
kusw.kuauthorMellard, Daryl F.
kusw.kuauthorWoods, Kari
kusw.kudepartmentCenter for Research on Learningen_US
dc.identifier.doi10.1007/s11145-011-9322-yen_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.identifier.pmidPMC3733547en_US
dc.rights.accessrightsopenAccess


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