Electronic Theses and Dissertations

Identifier

341

Date

2011

Date of Award

7-14-2011

Document Type

Thesis

Degree Name

Master of Science

Major

Psychology

Committee Chair

Robert Cohen

Committee Member

Beth Meisinger

Committee Member

Yeh Hsueh

Abstract

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.

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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