Adult Learners' Background Knowledge: Effect on Reading Comprehension and Item Analysis of Assessments

• In Event: 18.073 - Poster Session 3
  In Poster Session: 18.073-9 - Adult Literacy Learners

Abstract

This study is the first to document the performance of individuals in adult education programs on background knowledge assessments from the Woodcock-Johnson III Normative Update: Academic Knowledge (WJAK) and General Information (WJGI). Adult learners performed between the 4th and 6th grade levels. Hierarchical regression analyses revealed that after controlling for adult learners’ component reading skills, their background knowledge explained unique variance in their reading comprehension. Item analyses indicated that it is appropriate to administer WJAK and WJGI to adult learners; for this sample, the items progressively increased in difficulty and successfully discriminated between higher-proficiency and lower-proficiency adults. Instruction in adult education programs must address deficits in background knowledge, which is crucial for success on the General Education Development (GED) test.

Authors

• Amani Talwar, Georgia State University

• Daphne Greenberg, Georgia State University

• Hongli Li, Georgia State University