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ERIC Number: ED515860
Record Type: Non-Journal
Publication Date: 2009
Pages: 108
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-4116-5
Text Format, Text Comprehension, and Related Reader Variables
Nichols, Jodi L.
ProQuest LLC, Ed.D. Dissertation, West Virginia University
This investigation explored relationships between format of text (electronic or print-based) and reading comprehension of adolescent readers. Also in question were potential influences on comprehension from related measures including academic placement of participants, gender, prior knowledge of the content, and overall reading ability. Influences were measured through an unaided text retell and a constructed-response assessment with traditional questioning. Participants' reading preferences and self-reported reading behaviors were also explored. Findings from regression analyses revealed that format of the text was not a significant predictor of reading comprehension for seventh grade students, despite participants' self-reported preference to reading electronic text. Conversely, participants' academic placements and overall reading abilities were significant predictors of comprehension, as measured by both retell and constructed-response assessments. Having prior knowledge of the subject content was advantageous for participants on retell measures but did not appear to impact performance on the constructed response assessment. Gender, however, significantly predicted comprehension on the constructed-response assessment but did not impact retell measures. There were no significant two-way interactions between the format of the text and academic placement, gender, prior knowledge, or overall reading ability. Findings from a two-part written survey revealed that seventh grade students in this study prefer reading electronic text, as compared to conventionally printed text. Additionally, those who read electronic text reported utilizing a greater number of comprehension strategies than those reading conventionally printed text. Males, as well as students in lower academic placement levels, reported using strategies most often. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A