Master of Science
The present research evaluated peer social competence as a predictor of reading fluency for fourth through sixth graders. Using an information-processing, peer social competence and reading fluency are related in the cognitive tasks performed: decoding, interpreting, and responding. Peer social competence variables were considered in terms of levels of social complexity: individual, relationship, and group. Individual-level measures were self-perception of sociability and global self-worth; the relationship-level measure was number of mutual friends; and group-level measures were peer respect and liking. Silent reading fluency was assessed by pencil-and-paper inventories. A series of hierarchical regression analyses were performed to determine predictive value of the models. relationship-level number of mutual friends emerged as a significant, negative predictor of reading fluency. Group-level peer liking emerged as a moderately significant, negative predictor of reading fluency. Findings are discuessed in comparison to current literature. Limitations are outlined, as well as a call for further research.
Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Julian, Keaston Byrd, "Peer Social Competence as a Predictor of Reading Fluency" (2011). Electronic Theses and Dissertations. 259.