Metalinguistic and pragmatic abilities of participants in adult literacy programs

It's in the Way That You Use It: How Vocabulary Knowledge and Usage Predict Writing Quality Among Adult Basic Education Learners

The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured vocabulary knowledge, in the forms of both vocabulary breadth and depth. Participants were also given a composition writing task, and these samples were evaluated for overall writing quality and vocabulary usage. A mediating model was constructed to describe the relationships among variables. This model indicates that vocabulary depth is predictive of writing quality through the mediating variable of vocabulary usage after controlling for the direct contribution of vocabulary breadth. We found no evidence that vocabulary breadth contributes to writing quality when controlling for vocabulary depth and vocabulary usage. The results of the study reveal important relationships among vocabulary knowledge and vocabulary usage in written work that warrants further investigation in developing learners.

Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test-III Form A in the Performance of Struggling Adult Readers: Rasch Modeling

PURPOSE: The aim of this study was to apply the Rasch model to an analysis of the psychometric properties of the PPVT-III Form A items with struggling adult readers. METHODS: The PPVT-IIIA was administered to 229 African-American adults whose isolated word reading skills were between third and fifth grades. Conformity of the adults' performance on the PPVT-III items was evaluated using the Winsteps software. RESULTS: Analysis of all PPVT-IIIA items combined did not fully support its use as a useful measure of receptive vocabulary for struggling adult readers who were African Americans. To achieve an adequate model fit, items 73 through item 156 were analyzed. The items analyzed showed adequate internal consistency reliability, unidimensionality, and freedom from differential item functioning for ability, gender, and age, with a minor modification. DISCUSSION: With an appropriate treatment of misfit items, the results supported the measurement properties, internal consistency reliability, unidimensionality of the PPVT-IIIA items, and measurement invariance of the test across subgroups of ability, age, and gender.

Oral narrative skills in French adults who are functionally illiterate: linguistic features and discourse organization

PURPOSE

To investigate the nature and extent of oral language difficulties encountered by adults who are functionally illiterate.

METHOD

Fifty-two men and women identified as functionally illiterate, together with a group of control individuals of comparable age, sex, and socioprofessional background, produced a narrative intended for an absent recipient based on a sequence of pictures featuring a cast of 3 protagonists. All narratives were transcribed in their entirety and coded in terms of linguistic features and discourse organization.

RESULTS

As a group, the participants who were illiterate had great difficulty handling morphosyntactic rules, referential cohension, and the narrative schema. Furthermore, a qualitative analysis highlighted considerable interindividual variability in narrative styles, reflecting different types of difficulties.

CONCLUSIONS

Individuals who have not succeeded in learning to read also have impaired oral language abilities. This may affect different aspects of communication skills to a greater or lesser extent. These results have implications for teaching written language to adult learners.

Language performance in chronic schizophrenia: a pragmatic approach

In this study, the authors examined the language of 43 participants with chronic schizophrenia under the basic assumption that a paradigmatic shift is needed in the methodology used to investigate the language of schizophrenia. The pragmatic protocol (C. Prutting and D. Kirchner, 1987) was chosen as the method of analysis to attain a general profile of pragmatic abilities. The results showed that the participants with schizophrenia exhibited a high degree of inappropriate pragmatic abilities compared to participants with mixed anxiety-depression disorder and participants with hemispheric brain damage, as previously assessed by Prutting and Kirchner. Statistical methods for clustering analysis yielded 5 distinct parameter clusters: Topic, Speech Acts, Turn-Taking, Lexical, and Nonverbal. Group clustering analysis of the 43 participants with schizophrenia produced 3 distinct groups with different profiles: minimal impairment, lexical impairment, and interactional impairment. The results are discussed in terms of theoretical implications in the area of pragmatics, the diagnosis of schizophrenia, and other goals.