Representing the AdultEd research team, Dr. John Sabatini and John Hollander presented their research at the Society for the Scientific Study of Reading.
The first presentation was titled “Item-level differences for adults in reading component skill assessments.” In this presentation, the researchers aimed to examine how the psycholinguistic properties of assessment items contribute to reading subskills and overall reading comprehension in adult literacy learners. In their research, they administered a reading subcomponent battery to adults which was developed, tested, and scaled with readers in grades 5-12. They contrasted the relationship on item-level performance between adult and school-aged samples. In the process, they also examined how the word frequency impacts item performance in both samples.
The second presentation was titled “The relation of reading components to comprehension in adult education students.” In this presentation, the researchers examined the relationship between reading components and reading comprehension in adult education students. They administered a six-subtest, computerized battery of reading components adapted for use with adults in basic education and in community college. The components are aligned with previous research on reading challenges in adults and adolescents that have been targeted in instructional interventions. The researchers also explored concurrent validity of the reading components to clinical subtests (e.g., Woodcock-Johnson) to examine the nomological network of skills.
Hollander, J. M., Sabatini, J., Smith, E. H., & O’Reilly, T. (2022, July). Item-level differences for adults in reading component skill assessments. 29th Annual Meeting of the Society for the Scientific Study of Reading.
Sabatini, J., Hollander, J. M., Smith, E. H., & O’Reilly, T. (2022, July). The relation of reading components to comprehension in adult education students. 12th Annual Meeting of the Society for the Scientific Study of Reading.