Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures

Mellard, Daryl F.; Fall, Emily C.; Mark, Caroline Ann

dc.contributor.author	Mellard, Daryl F.
dc.contributor.author	Fall, Emily C.
dc.contributor.author	Mark, Caroline Ann
dc.date.accessioned	2010-04-09T16:52:16Z
dc.date.available	2010-04-09T16:52:16Z
dc.date.issued	2009
dc.identifier.citation	Reading & Writing, 22(8), 975–992; doi 10.1007/s11145-008-9136-8
dc.identifier.issn	0922-4777
dc.identifier.uri	http://hdl.handle.net/1808/6132
dc.description.abstract	The United States’ National Institute for Literacy’s (NIFL) review of adult literacy instruction research recommended adult education (AE) programs assess underlying reading abilities in order to plan appropriate instruction for low-literacy learners. This study developed adult reading ability groups using measures from power tests and speeded tests of phonemic decoding, word recognition, fluency, and comprehension. A multiple cluster analysis of these reading ability scores from 295 low-literacy AE participants yielded seven reading ability groups. These groups are described in terms of instructional needs relevant to an instructor’s planning and activities.
dc.description.sponsorship	National Institute of Child Health and Human Development; National Institute for Literacy; U.S. Department of Education Office of Vocational and Adult Education (Award # RO 1 HD 43775).
dc.language.iso	en_US
dc.publisher	Springer Netherlands
dc.subject	Adult Education
dc.subject	Low Literacy
dc.title	Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures
dc.type	Article
kusw.kuauthor	Mellard, Daryl
kusw.kuauthor	Fall, Emily C.
kusw.kuauthor	Mark, Caroline
kusw.kudepartment	Center for Research on Learning
dc.identifier.doi	10.1007/s11145-008-9136-8
kusw.oaversion	Scholarly/refereed, author accepted manuscript
kusw.oapolicy	This item meets KU Open Access policy criteria.
dc.rights.accessrights	openAccess

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