Modeling child-based theoretical reading constructs with struggling adult readers

Area of Science:

• Educational Psychology
• Linguistics
• Psychometrics

Background:

• Reading difficulties in adults are a significant concern.
• Existing reading measurement models are largely based on child development.
• The applicability of child-based models to adult learners is not well understood.

Purpose of the Study:

• To investigate if the measurement constructs for adult reading difficulties align with those established for children.
• To evaluate child-based theoretical measurement models of reading for adult populations.

Main Methods:

• Confirmatory factor analyses were used to test three theoretical models: achievement, core deficit, and integrated.
• The study included 371 adults with reading skills at the third- to fifth-grade level.
• Participants included men and non-native English speakers.

Main Results:

• The study identified the best-fitting measurement models for struggling adult readers.
• Significant challenges were encountered when applying child-based measurement assumptions to adults.
• The findings highlight discrepancies between child and adult reading construct measurement.

Conclusions:

• Child-based reading measurement models may require substantial adaptation for adult learners.
• Further research is needed to develop and validate appropriate measurement tools for adult reading difficulties.
• Understanding these measurement differences is crucial for effective adult literacy interventions.