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The tricone is stuffed let’s trip out and put a new one on.

The tricone is stuffed let’s trip out and put a new one on. The characteristics of adult readers in entry level tertiary settings. What are the characteristics of adult readers in entry level tertiary settings?

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The tricone is stuffed let’s trip out and put a new one on.

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  1. The tricone is stuffed let’s trip out and put a new one on.

  2. The characteristics of adult readers in entry level tertiary settings

  3. What are the characteristics of adult readers in entry level tertiary settings? 1. Is there a relationship between levels of reading skills and demographic characteristics of age, gender, and ethnicity 2. As predicted by the simple view of reading (Gough & Tunmer, 1986), is a strong positive correlation between decoding and listening comprehension evident in the general population 3. As predicted by the simple view of reading (Gough & Tunmer, 1986), is a negative correlation between decoding and listening comprehension evident in less-skilled adult readers 4. Are readers with fewer skills less efficient at decoding than skilled readers? 5. Do readers with low reading skills exhibit poor receptive vocabulary? 6. Is a ‘spiky profile’ of strengths and weaknesses of reading skill sub-components evident 7. Is there a relationship between readers’ self-concept and attitude to reading, and their assessed reading skills?

  4. Setting • 3 government funded organizations known as Private Training Establishments (PTEs) • in the same, mid-size NZ city • assess unit standards on the NZQA framework up to, and including, level 3 • 3 general groups: employment skills, security work training, and specific trade skills

  5. Participants • 52 adults:40 male,12 female • age range:16 years to over 50 years • 75% aged less than 30 years while 11.5% were over 40 years • 22(42%) NZ Euro/Pakeha, 20 (38%) Maori, • 2 (4%) Pasifika, 5 (10%) Maori, Euro, and 3 (6%) Pasifika, Euro

  6. Measures • Individual interviews approx one hour: • collection of personal information, 2 part motivation-to-read profile/self-concept-as-a-reader survey and conversational interview • decoding test • word recognition test • sentence comprehension test • reading comprehension test • receptive vocabulary test.

  7. Results ______________________________________________________ Highest possible Range Mean SD score ________________________________________________________ Bryant decoding 50 0-49 36.15 13.23 WRAT4 Word Reading 70 25-70 55.02 9.98 WRAT4 Comprehension 50 9-50 37.73 10.12 PPVT-111 204 129-196 167.46 16.98 ________________________________________________________

  8. Correlation between Measures ___________________________________________________________ decoding comp word reading 0.89* 0.85* Receptive vocab 0.60* 0.84* ___________________________________________________________ *p< 0.01

  9. To examine decoding skills and receptive vocabulary skills among less-skilled adult readers (sub-questions 4 and 5) participants were grouped into two groups (skilled and less-skilled readers) using the WRAT4 sentence comprehension raw scores.

  10. correlation between this subgroup (22 less-skilled readers) and decoding scores as measured by the Bryant was 0.62 (p< 0.01) and the correlation with receptive vocabulary skills as measured by PPVT-111 was 0.64 (p< 0.01) • a significant positive correlation between receptive vocabulary skill and less-skilled readers and between decoding skill and less-skilled readers.

  11. The 52 participants divided into 4 groups of readers to examine in detail specific characteristics including demographic and skill relationships (sub-question 1), correlation between decoding and listening comprehension among less-skilled readers, and patterns of strengths and weaknesses in the sub-components of reading (sub-questions 3 and 6).

  12. Numbers of Readers in the Four Groups (N=52) ______________________________________________________________________ Low High comp (≤162) comp (≥163) _______________________________________________________________________ Low decoders (≤39) 16 (Group1) 5 (Group 2) High decoders (≥40) 5 (Group 3) 26 (Group 4) _______________________________________________________________________ Note. The comprehension and decoding values represent raw scores

  13. Gender and Age Band Information for the Four Reading Groups (N=52) __________________________________________________ Group 1 Group 2 Group 3 Group 4 LD/LC LD/HC HD/LC HD/HC ___________________________________________________________ (n=16) (n=5) (n=5) (n=26) ___________________________________________________________ Gender Male (n=40) 12 3 3 22 Female (n=12) 4 2 2 4 ___________________________________________________________ Age band 16-19 yrs (n=26) 7 4 2 13 20-29 yrs (n=13) 3 0 3 7 30-39 yrs (n= 7) 2 1 0 4 40+ yrs (n= 6) 4 0 0 2 ___________________________________________________________ Note. LD=low decoder; LC=low comprehender; HD= high decoder; HC= high comprehender.

  14. Ethnic Information for the Four Reading Groups (N=52) _______________________________________________________________________ Group 1 Group 2 Group 3 Group 4 LD/LC LD/HC HD/LC HD/HC ___________________________________________________________ (n=16) (n=5) (n=5) (n=26) ___________________________________________________________ Ethnicity European (n=22) 4 3 0 15 Maori (n=20) 10 0 3 7 Eur-Maori (n= 5) 1 0 2 2 Eur-Pasifika (n=3) 1 1 0 1 Pasifika (n= 2) 0 1 0 1 ___________________________________________________________ Note. LD=low decoder; LC=low comprehender; HD= high decoder; HC= high comprehender.

  15. Percentages of self-concept survey responses for each reading skill group.

  16. Percentages of value of reading survey responses for each reading skill group.

  17. So what does this mean for us as tutors of level 1-3 courses?

  18. Listening Vocabulary The words a person knows/understands when they hear them in spoken English. Build vocabulary in contexts with regular revision and practice.

  19. Decoding • Sight word recognition: relying on visual memory to recognise words without sounding out • Teaching consonants and vowels and the sounds they represent • Analogy to known words...familiar letter patterns/chunks (e.g. an in fan, man, pan; prefixes and suffixes)...treat such word parts as wholes (don’t have to sound out).

  20. Strategies for teaching vocabulary • Print Exposure • Increasing reading mileage • Direct Instruction • Word analysis: Prefixes-roots-suffixes/Greek combining forms • Associational instruction: • Semantic mapping • Synonyms/antonyms • Homographs/Homonyms/Homophones • Teaching Dictionary/Thesaurus Skills • Using Context Clues

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