Electronic Theses and Dissertations

Identifier

1148

Date

2014

Document Type

Thesis

Degree Name

Doctor of Philosophy

Major

Psychology

Concentration

School Psychology

Committee Chair

Elizabeth Meisinger

Committee Member

Randy G. Floyd

Committee Member

Robert Cohen

Abstract

The purpose of this study was to examine the effects of reading skill and reading modality, oral versus silent, on reading comprehension. A normative sample of sixth grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Reading skill was assessed by the Test of Word Reading Efficiency, Second Edition (TOWRE-2, Torgesen, Wagner, & Rashotte, 2012) and students were identified as either normal or at-risk readers based on those scores. A 2 (reading skill) X 2 (reading modality) mixed factorial ANOVA was conducted. Students answered more comprehension questions after reading passages orally than after reading passages silently; however, normal and at-risk readers did not differ in terms of their reading comprehension across the texts. These findings suggest that students transitioning to middle school may struggle with independent, silent reading, and may benefit from additional pedagogical support.

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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