Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across performance levels on one or more tests. Implications for instruction, assessment, and future research are discussed.

对学龄期读者的研究表明，阅读和语言技能的贡献因阅读理解评估和熟练程度而异。通过对168位苦苦挣扎的成人读者的抽样调查，我们评估了解码，口语词汇，听力理解，流利程度，背景知识和推理在三种阅读理解测试以及低，中，高水平表现中的解释作用。OLS回归模型占WJ段落理解分数方差的66％，除听力理解外，其他所有能力均是重要预测指标。RAPID阅读理解分数中有43％的方差，其中解码和听力理解是重要的预测指标；RISE阅读理解分数的方差的31％，其中解码是重要的预测指标。分位数回归模型和分位数之间的斜率比较显示，在一项或多项测试中，某些预测指标对阅读理解的影响因表现水平而异。讨论了对指导，评估和未来研究的影响。