A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students. (July 2016)

• Record Type: Journal Article
• Authors: Tighe, Elizabeth L.; Schatschneider, Christopher
• Is Part Of: Journal of learning disabilities. Volume 49:Number 4(2016)
• Page Start: 424
• Page End: 436
• Publication Date: 2016-07
• Subjects: adult basic education -- morphological awareness -- quantile regression -- reading comprehension -- vocabulary knowledge; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219414556771
• Languages: English
• ISSNs: 0022-2194

Abstract

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 awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%–95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed.