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A Quantile Regression Approach to Understanding the Relations among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students
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Tighe, Elizabeth L.; Schatschneider, Christopher – Journal of Learning Disabilities, 2016
The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological…
Descriptors: Adult Basic Education, Adult Students, Morphology (Languages), Vocabulary
Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children with and without LD in Writing
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Jiménez, Juan E.; Marco, Isaac; Suárez, Natalia; González, Desirée – Journal of Learning Disabilities, 2017
This study had two purposes: examining the internal structure of the "Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado" (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A…
Descriptors: Spanish, Keyboarding (Data Entry), Foreign Countries, Elementary School Students
An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality
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Coker, David L., Jr.; Ritchey, Kristen D.; Uribe-Zarain, Ximena; Jennings, Austin S. – Journal of Learning Disabilities, 2018
To help all students meet the writing expectations of the Common Core State Standards, researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the writing profiles of students including those who have or are at risk for writing disabilities. First-grade students (N = 391) were…
Descriptors: Elementary School Students, Grade 1, Writing Skills, Writing Evaluation
The Relationship among Self-Determination, Self-Concept, and Academic Achievement for Students with Learning Disabilities
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Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M.; Noonan, Patricia M. – Journal of Learning Disabilities, 2014
Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept…
Descriptors: Self Determination, Self Concept, Academic Achievement, Learning Disabilities
The Adult Reading History Questionnaire (ARHQ) in Icelandic: Psychometric Properties and Factor Structure
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Bjornsdottir, Gyda; Halldorsson, Jonas G.; Steinberg, Stacy; Hansdottir, Ingunn; Kristjansson, Kristleifur; Stefansson, Hreinn; Stefansson, Kari – Journal of Learning Disabilities, 2014
This article describes psychometric testing of an Icelandic adaptation of the "Adult Reading History Questionnaire" (ARHQ), designed to detect a history of reading difficulties indicative of dyslexia. Tested in a large and diverse sample of 2,187 adults, the Icelandic adaptation demonstrated internal consistency reliability (Cronbach's…
Descriptors: Foreign Countries, Questionnaires, Reading Difficulties, Dyslexia
Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults with Reading Difficulties
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Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna – Journal of Learning Disabilities, 2015
We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were recent graduates responded to…
Descriptors: Life Satisfaction, Reading Difficulties, Adult Literacy, Resilience (Psychology)