title: The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population.
abstract: The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In this study, phonological decoding was a unique predictor of spelling ability, listening comprehension, and reading comprehension. We also found that morphological awareness was a unique predictor of spelling ability, vocabulary, and listening comprehension. Morphological awareness indirectly contributed to reading comprehension through vocabulary. These findings suggest the need for morphological interventions for this group of learners.
authors.affiliation: Mount Holyoke College, South Hadley, MA, USA.
authors.forename: Lucille E
authors.initials: LE
authors.lastname: Fracasso
authors.affiliation: Mount Holyoke College, South Hadley, MA, USA.
authors.forename: Kathryn
authors.initials: K
authors.lastname: Bangs
authors.affiliation: Mount Holyoke College, South Hadley, MA, USA kbinder@mtholyoke.edu.
authors.forename: Katherine S
authors.initials: KS
authors.lastname: Binder
mesh_terms: D000293:Adolescent; D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D032882:Comprehension; D006801:Humans; D007206:Individuality; D000067010:Literacy; D008875:Middle Aged; D011932:Reading; D014825:Vocabulary; D055815:Young Adult
keywords: adults; cognitive aspects; individual difference predictors of reading; reading