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Dissertation/Thesis Abstract

The Mediated Relationship Between Everyday Literacy Skills and Adult Literacy Scores by Vocabulary Proficiency
by Killian, Melissa R., Ph.D., Tennessee Technological University, 2018, 192; 10979453
Abstract (Summary)

This study is an ex post facto correlational study that analyzed the mediated relationship between everyday adult literacy practices (directions or instructions; letters, memos, or mail; newspapers or magazines; professional journals or publications; books, manuals or reference materials; financial statements; diagrams, maps, or schematics) and literacy scores, using vocabulary scores as the mediator while controlling for educational attainment, current educational practices, age, and number of books at home. This study used the Program of International Assessment of Adult Competency (PIAAC) 2012/2014 public use household dataset which includes data from over 8,000 participants. This dataset contains information about participants’ background, daily lives, and reading practices as well as literacy, numeracy, and informational technology skills. Analyses were completed using the IDB analyzer to complete regression analyses on the final sample which included 1,599 participants who had taken both the literacy and print vocabulary assessment. The Sobel process was used to determine mediation. According to the Sobel test, the vocabulary score mediated the relationship between reading letters, memos, or mail (b = 4.18, SE = 0.23, p < .001) and newspapers or magazines (b = 2.55, SE = 0.29, p < .05) and the combined plausible literacy score. This showed that a portion of the ability to predict adult literacy scores from the frequency of reading letters, memos, or mail and newspapers or magazines could be due to vocabulary proficiency.

Indexing (document details)
Advisor: Kolodziej, Nancy, Chitiyo, George
Commitee: Baker, Julie C., Isbell, Janet K.
School: Tennessee Technological University
Department: Exceptional Learning
School Location: United States -- Tennessee
Source: DAI-A 80/06(E), Dissertation Abstracts International
Subjects: Adult education, Reading instruction
Keywords: International Assessment of Adult Competency, Reading practices, Sobel process
Publication Number: 10979453
ISBN: 978-0-438-80758-7
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